Applying outcomes-based learning in civil engineering education

Research output: Chapter in Book/Report/Conference proceedingConference contribution

4 Citations (Scopus)

Abstract

The outcomes-based learning (OBL) approach focuses on academic outputs rather than educational input for quality assurance (QA) and quality enhancement (QE). The practicality and feasibility of adopting OBL in engineering education are questionable. Little is known about how students in different academic levels perceive OBL in engineering education. This paper aims to fill this gap through a study designed to obtain and evaluate perceptions of students of the effectiveness of adopting OBL in civil engineering education. Data was collected from 79 students enrolled in four different undergraduate and graduate civil engineering courses. Students' perceptions were collected through a questionnaire distributed on students at the end of the offering semester. Findings demonstrated the feasibility and effectiveness of adopting OBL in civil engineering courses to support student learning and improve their understanding of course topics. Students of the senior- and graduate-level courses held more positive attitude towards the value-added learning offered by OBL-based courses rather than students of the junior-level courses.

Original languageEnglish
Title of host publicationProceedings of 2019 IEEE Global Engineering Education Conference, EDUCON 2019
EditorsAlaa K. Ashmawy, Sebastian Schreiter
PublisherIEEE Computer Society
Pages986-989
Number of pages4
ISBN (Electronic)9781538695067
DOIs
Publication statusPublished - Apr 2019
Event10th IEEE Global Engineering Education Conference, EDUCON 2019 - Dubai, United Arab Emirates
Duration: Apr 9 2019Apr 11 2019

Publication series

NameIEEE Global Engineering Education Conference, EDUCON
VolumeApril-2019
ISSN (Print)2165-9559
ISSN (Electronic)2165-9567

Conference

Conference10th IEEE Global Engineering Education Conference, EDUCON 2019
Country/TerritoryUnited Arab Emirates
CityDubai
Period4/9/194/11/19

Keywords

  • Outcomes-based learning
  • Student perceptions
  • Value-added learning

ASJC Scopus subject areas

  • Engineering(all)
  • Information Systems and Management
  • Education

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