Problem based learning for on-campus and distance education students in engineering and surveying

Paper


Brodie, Lyn and Porter, Mark. 2006. "Problem based learning for on-campus and distance education students in engineering and surveying." Doyle, Susan and Mannis, Adam (ed.) Engineering Education 2006 (EE2006). Liverpool, United Kingdom 24 - 26 Jul 2006 Liverpool, UK.
Paper/Presentation Title

Problem based learning for on-campus and distance education students in engineering and surveying

Presentation TypePaper
AuthorsBrodie, Lyn (Author) and Porter, Mark (Author)
EditorsDoyle, Susan and Mannis, Adam
Journal or Proceedings TitleProceedings of the 2006 International Conference on Innovation, Good Practice and Research in Engineering Education
Number of Pages7
Year2006
Place of PublicationLiverpool, UK
ISBN1905788118
Web Address (URL) of Paperhttp://www.ee2006.info/docs/21.pdf
Conference/EventEngineering Education 2006 (EE2006)
Event Details
Engineering Education 2006 (EE2006)
Event Date
24 to end of 26 Jul 2006
Event Location
Liverpool, United Kingdom
Abstract

USQ has one of the most diverse student intakes of any Australian university. It offers a suit of integrated programs to both On-Campus and Distance Education students in Engineering and Surveying. The programs cover 2, 3 and 4 year courses in 9 majors. The student profile includes a large intake of mature age students, particularly studying via distance education, international students as well as traditional school leavers.
In 2000, the Faculty embarked on a major review and restructure of its programs leading up to its reaccreditation cycle. The review process established that some major changes were required to develop new graduate attributes relating to teamwork, problem solving and life-long learning patterns as required by Engineers Australia. Proposed changes to the programs included the removal of some traditionally taught, content based courses such as physics and statistics. Their place was to betaken by a newly developed strand of 4 integrated courses which used a Problem Based Learning (PBL) methodology.
The first offer of the new foundational course took place in Semester 1 2002. It has since been recognised through a number of national and international awards.
As far as is known, the offering of this type of course to engineering students at a distance from the campus, working in virtual teams, has never been done before in the world. This course is now delivered to about 400 students annually. Student feedback indicates that the course successfully inculcates new attributes in an engineering graduate such as the ability to work in a team, to communicate, to self-learn, and to solve technical problems. All these attributes have been identified as desirable by professional and industry bodies around the world.
This paper gives an overview of the implementation strategy as well as results from a longitudinal study of students progressing through the strand.

KeywordsProblem Based Learning, distance education, student diversity, higher education research
ANZSRC Field of Research 2020390307. Teacher education and professional development of educators
390303. Higher education
390402. Education assessment and evaluation
Public Notes

No evidence of copyright restrictions.

Byline AffiliationsDepartment of Electrical, Electronic and Computer Engineering
Faculty of Engineering and Surveying
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