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Development of a problem - based learning (PBL) and cooperative learning (CL) transportation engineering course For undergraduate students.
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  • Abstract:
    This study reports the findings of a project that was done during the implementation of a

    problem-based learning (PBL) and cooperative learning (CL) elements into an

    undergraduate transportation engineering course. The study procedure used the student

    course evaluations, including a survey questionnaire, and university-wide standardized

    student evaluations. Additionally, student homework, tests, and exam grades were used

    as part of the evaluation process. Two methods of teaching formats were evaluated: the

    traditional teaching method of lecturing and using end-of-chapter book questions for

    homework assignments and the new currently used teaching method of student field data

    collection, preparation of a lab report for each data collection exercise and use of their

    data to answer homework questions. The semesters in which data were used in the

    analyses include, fall 2005, fall 2006, and spring 2007 taught using the traditional format

    and fall 2007 and spring 2008 taught using the new teaching format. The findings of this

    study have revealed that students do prefer the current teaching format that incorporates

    some forms of problem-based leaning (PBL) and cooperative learning (CL) elements

    over the traditional format of teaching. Students favor this method mainly because they

    believe that collecting their own data, getting involved in using these data in solving

    example problems in class and using them as a source of homework assignments

    improves their learning process.

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