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Student Long-Term Perception of Project-Based Learning in Civil Engineering Education: An 18-Year Ex-Post Assessment

Author

Listed:
  • José M. Coronado

    (Department of Building and Civil Engineering, University of Castilla–La Mancha (UCLM), 13071 Ciudad Real, Spain)

  • Amparo Moyano

    (Department of Building and Civil Engineering, University of Castilla–La Mancha (UCLM), 13071 Ciudad Real, Spain)

  • Vicente Romero

    (Department of Building and Civil Engineering, University of Castilla–La Mancha (UCLM), 13071 Ciudad Real, Spain)

  • Rita Ruiz

    (Department of Building and Civil Engineering, University of Castilla–La Mancha (UCLM), 13071 Ciudad Real, Spain)

  • Javier Rodríguez

    (Department of Building and Civil Engineering, University of Castilla–La Mancha (UCLM), 13071 Ciudad Real, Spain)

Abstract

In 1998, the Universidad de Castilla-La Mancha (UCLM) began to offer a 5-year civil engineering degree that, in the Spanish context, contained an innovative teaching model, which was characterized by a reduced number of students and project-based learning (PjBL) included in the curriculum. Now, 15 years after the graduation of the first civil engineers from the UCLM, graduates were given a questionnaire to evaluate the extent by which the advantages described in the PjBL literature were perceived as such by these graduates. As a result of chain-referrals and in order to cross-reference the results, a parallel questionnaire was given to their work colleagues. The survey revealed how the development of PjBL-related abilities and skills were appreciated by UCLM graduates, such as the ability to work in groups, communication/debate skills, and leadership. The engineers were generally satisfied with their theoretical and practical learning due to the high demands required of engineering undergraduates in Spanish universities. Those that had worked with PjBL, in addition to developing the skills and abilities indicated above, also considered their learning to be more effective and with a better result-to-effort ratio.

Suggested Citation

  • José M. Coronado & Amparo Moyano & Vicente Romero & Rita Ruiz & Javier Rodríguez, 2021. "Student Long-Term Perception of Project-Based Learning in Civil Engineering Education: An 18-Year Ex-Post Assessment," Sustainability, MDPI, vol. 13(4), pages 1-16, February.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:4:p:1949-:d:497738
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    References listed on IDEAS

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    1. Ashton M Verdery & Ted Mouw & Shawn Bauldry & Peter J Mucha, 2015. "Network Structure and Biased Variance Estimation in Respondent Driven Sampling," PLOS ONE, Public Library of Science, vol. 10(12), pages 1-27, December.
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    Cited by:

    1. Irantzu Álvarez & Paulo Etxeberria & Elisabete Alberdi & Heriberto Pérez-Acebo & Isabel Eguia & María José García, 2021. "Sustainable Civil Engineering: Incorporating Sustainable Development Goals in Higher Education Curricula," Sustainability, MDPI, vol. 13(16), pages 1-16, August.
    2. Renato Martins Neves & Rui M. Lima & Diana Mesquita, 2021. "Teacher Competences for Active Learning in Engineering Education," Sustainability, MDPI, vol. 13(16), pages 1-22, August.
    3. Eri Ota & Rie Murakami-Suzuki, 2022. "Effects of Online Problem-Based Learning to Increase Global Competencies for First-Year Undergraduate Students Majoring in Science and Engineering in Japan," Sustainability, MDPI, vol. 14(5), pages 1-19, March.
    4. Paola Adinolfi & Fernando Giancotti, 2021. "Pedagogical Triage and Emergent Strategies: A Management Educational Program in Pandemic Times," Sustainability, MDPI, vol. 13(6), pages 1-18, March.
    5. Maisa Mielikäinen & Essi Viippola, 2023. "ICT Engineering Students’ Perceptions on Project-Based Online Learning in Community of Inquiry (CoI)," SAGE Open, , vol. 13(3), pages 21582440231, July.
    6. Chin-Sung Chen & Jing-Wen Lin, 2021. "An Action Research on the Long-Term Implementation of an Engineering-Centered PjBL of Sustainable Energy in a Rural Middle School," Sustainability, MDPI, vol. 13(19), pages 1-25, September.
    7. Jing Zhang & Zengzhao Chen & Jingjing Ma & Zhi Liu, 2021. "Investigating the Influencing Factors of Teachers’ Information and Communications Technology-Integrated Teaching Behaviors toward “Learner-Centered” Reform Using Structural Equation Modeling," Sustainability, MDPI, vol. 13(22), pages 1-17, November.

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