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Problem-Based Learning for Critical Reflections on Skill-based Courses Using DEAL Model


Affiliations
1 Associate Professor, Thiagarajar College of Engineering, Madurai, India
2 Assistant Professor, Christ (Deemed to be) University, Bangalore, India

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Higher education institutions focus on improving both soft skills and engineering proficiencies among students. The learning progress requires a systematic assessment to know the areas of improvement to meet global competitiveness. Selfreflections and critical reflections on knowledge, skill, and behavior are crucial for an industry-ready graduate. Our work deals with conceptualization, course design, and rubrics design to achieve critical reflections on the graduate outcomes of the students. We have designed the rubrics to assess the behavioral and engineering skills needed to solve complex engineering problems that can be solved better as a team for life-long learning and developing ethical interpersonal skills. Our assessment patterns also helped students achieve higher-order thinking skills through experiential learning.

Keywords

Behavioral assessment rubrics; Complex engineering solutions; Experiential learning; Problem-based learning
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  • Problem-Based Learning for Critical Reflections on Skill-based Courses Using DEAL Model

Abstract Views: 106  | 

Authors

Leena Sri R
Associate Professor, Thiagarajar College of Engineering, Madurai, India
Divya Vetriveeran
Assistant Professor, Christ (Deemed to be) University, Bangalore, India

Abstract


Higher education institutions focus on improving both soft skills and engineering proficiencies among students. The learning progress requires a systematic assessment to know the areas of improvement to meet global competitiveness. Selfreflections and critical reflections on knowledge, skill, and behavior are crucial for an industry-ready graduate. Our work deals with conceptualization, course design, and rubrics design to achieve critical reflections on the graduate outcomes of the students. We have designed the rubrics to assess the behavioral and engineering skills needed to solve complex engineering problems that can be solved better as a team for life-long learning and developing ethical interpersonal skills. Our assessment patterns also helped students achieve higher-order thinking skills through experiential learning.

Keywords


Behavioral assessment rubrics; Complex engineering solutions; Experiential learning; Problem-based learning



DOI: https://doi.org/10.16920/jeet%2F2024%2Fv38i1%2F24169