Assessment of microproject-based teaching/learning (MicroPBL) experience in industrial engineering degrees

Alpha Pernia-Espinoza, Enrique Sodupe-Ortega, Fco. Javier Martinez-de-Pison-Ascacibar, Ruben Urraca, Valle, Javier Antonanzas-Torres, Andres Sanz Garcia

Research output: Chapter in Book/Report/Conference proceedingConference contributionScientificpeer-review

Abstract

An assessment program to evaluate microproject-based teaching/ learning (MicroPBL) methodology on the technical subject Manufacturing Technology was implemented for four consecutive academic years. Students from three engineering degrees were involved providing feedback through various surveys that allowed us to perform a proper evaluation. More specifically, students' surveys were anonymous after each academic year, except the last one, which included both non-anonymous pre and postsurveys. The polls were mainly meant to evaluate the acquisition of specific competences (using technical questions about the subject) as well as generic ones (using questions concerning soft-skills). Students' satisfaction with the methodology and with the signature, in general, were also checked. Nonanonymous surveys enabled us to study the correlation between polls results and students' final scores. Note that students' self-assessment concerning their knowledge about technical aspects drastically changed after the course. The average final score of this subject from student's perception was slightly higher than the real value. Moreover, student's self-perception on soft-skills increased at the end of the course. In general, the proposed MicroPBL methodology demonstrated a beneficial impact on students of Manufacturing Technology keeping high-motivation levels in students as well as high success rates and scores.
Original languageEnglish
Title of host publicationHEAd´17 : proceedings of the 3rd international conference on higher education advances
EditorsJosep Domenech i Soria, Maria Cinta Vincent Vela, Elena de la Poza, Desamparados Blazquez
Number of pages9
Place of PublicationValencia
PublisherUNIVERSITAT POLITECNICA DE VALENCIA
Publication date2017
Pages268-276
ISBN (Electronic)978-84-9048-590-3
DOIs
Publication statusPublished - 2017
MoE publication typeA4 Article in conference proceedings
EventHEAd´17. International conference on higher education advances - Valencia, Spain
Duration: 21 Jun 201723 Jun 2017
Conference number: 3

Fields of Science

  • 516 Educational sciences
  • microproject
  • assessment
  • engineering degrees
  • PBL
  • competences

Cite this

Pernia-Espinoza, A., Sodupe-Ortega, E., Martinez-de-Pison-Ascacibar, F. J., Urraca, Valle, R., Antonanzas-Torres, J., & Sanz Garcia, A. (2017). Assessment of microproject-based teaching/learning (MicroPBL) experience in industrial engineering degrees. In J. Domenech i Soria, M. C. Vincent Vela, E. de la Poza, & D. Blazquez (Eds.), HEAd´17: proceedings of the 3rd international conference on higher education advances (pp. 268-276). Valencia: UNIVERSITAT POLITECNICA DE VALENCIA. https://doi.org/10.4995/HEAd17.2017.5167
Pernia-Espinoza, Alpha ; Sodupe-Ortega, Enrique ; Martinez-de-Pison-Ascacibar, Fco. Javier ; Urraca, Valle, Ruben ; Antonanzas-Torres, Javier ; Sanz Garcia, Andres. / Assessment of microproject-based teaching/learning (MicroPBL) experience in industrial engineering degrees. HEAd´17: proceedings of the 3rd international conference on higher education advances. editor / Josep Domenech i Soria ; Maria Cinta Vincent Vela ; Elena de la Poza ; Desamparados Blazquez. Valencia : UNIVERSITAT POLITECNICA DE VALENCIA, 2017. pp. 268-276
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abstract = "An assessment program to evaluate microproject-based teaching/ learning (MicroPBL) methodology on the technical subject Manufacturing Technology was implemented for four consecutive academic years. Students from three engineering degrees were involved providing feedback through various surveys that allowed us to perform a proper evaluation. More specifically, students' surveys were anonymous after each academic year, except the last one, which included both non-anonymous pre and postsurveys. The polls were mainly meant to evaluate the acquisition of specific competences (using technical questions about the subject) as well as generic ones (using questions concerning soft-skills). Students' satisfaction with the methodology and with the signature, in general, were also checked. Nonanonymous surveys enabled us to study the correlation between polls results and students' final scores. Note that students' self-assessment concerning their knowledge about technical aspects drastically changed after the course. The average final score of this subject from student's perception was slightly higher than the real value. Moreover, student's self-perception on soft-skills increased at the end of the course. In general, the proposed MicroPBL methodology demonstrated a beneficial impact on students of Manufacturing Technology keeping high-motivation levels in students as well as high success rates and scores.",
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author = "Alpha Pernia-Espinoza and Enrique Sodupe-Ortega and Martinez-de-Pison-Ascacibar, {Fco. Javier} and {Urraca, Valle}, Ruben and Javier Antonanzas-Torres and {Sanz Garcia}, Andres",
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Pernia-Espinoza, A, Sodupe-Ortega, E, Martinez-de-Pison-Ascacibar, FJ, Urraca, Valle, R, Antonanzas-Torres, J & Sanz Garcia, A 2017, Assessment of microproject-based teaching/learning (MicroPBL) experience in industrial engineering degrees. in J Domenech i Soria, MC Vincent Vela, E de la Poza & D Blazquez (eds), HEAd´17: proceedings of the 3rd international conference on higher education advances. UNIVERSITAT POLITECNICA DE VALENCIA, Valencia, pp. 268-276, HEAd´17. International conference on higher education advances, Valencia, Spain, 21/06/2017. https://doi.org/10.4995/HEAd17.2017.5167

Assessment of microproject-based teaching/learning (MicroPBL) experience in industrial engineering degrees. / Pernia-Espinoza, Alpha; Sodupe-Ortega, Enrique; Martinez-de-Pison-Ascacibar, Fco. Javier; Urraca, Valle, Ruben; Antonanzas-Torres, Javier; Sanz Garcia, Andres.

HEAd´17: proceedings of the 3rd international conference on higher education advances. ed. / Josep Domenech i Soria; Maria Cinta Vincent Vela; Elena de la Poza; Desamparados Blazquez. Valencia : UNIVERSITAT POLITECNICA DE VALENCIA, 2017. p. 268-276.

Research output: Chapter in Book/Report/Conference proceedingConference contributionScientificpeer-review

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T1 - Assessment of microproject-based teaching/learning (MicroPBL) experience in industrial engineering degrees

AU - Pernia-Espinoza, Alpha

AU - Sodupe-Ortega, Enrique

AU - Martinez-de-Pison-Ascacibar, Fco. Javier

AU - Urraca, Valle, Ruben

AU - Antonanzas-Torres, Javier

AU - Sanz Garcia, Andres

N1 - Volume: Proceeding volume:

PY - 2017

Y1 - 2017

N2 - An assessment program to evaluate microproject-based teaching/ learning (MicroPBL) methodology on the technical subject Manufacturing Technology was implemented for four consecutive academic years. Students from three engineering degrees were involved providing feedback through various surveys that allowed us to perform a proper evaluation. More specifically, students' surveys were anonymous after each academic year, except the last one, which included both non-anonymous pre and postsurveys. The polls were mainly meant to evaluate the acquisition of specific competences (using technical questions about the subject) as well as generic ones (using questions concerning soft-skills). Students' satisfaction with the methodology and with the signature, in general, were also checked. Nonanonymous surveys enabled us to study the correlation between polls results and students' final scores. Note that students' self-assessment concerning their knowledge about technical aspects drastically changed after the course. The average final score of this subject from student's perception was slightly higher than the real value. Moreover, student's self-perception on soft-skills increased at the end of the course. In general, the proposed MicroPBL methodology demonstrated a beneficial impact on students of Manufacturing Technology keeping high-motivation levels in students as well as high success rates and scores.

AB - An assessment program to evaluate microproject-based teaching/ learning (MicroPBL) methodology on the technical subject Manufacturing Technology was implemented for four consecutive academic years. Students from three engineering degrees were involved providing feedback through various surveys that allowed us to perform a proper evaluation. More specifically, students' surveys were anonymous after each academic year, except the last one, which included both non-anonymous pre and postsurveys. The polls were mainly meant to evaluate the acquisition of specific competences (using technical questions about the subject) as well as generic ones (using questions concerning soft-skills). Students' satisfaction with the methodology and with the signature, in general, were also checked. Nonanonymous surveys enabled us to study the correlation between polls results and students' final scores. Note that students' self-assessment concerning their knowledge about technical aspects drastically changed after the course. The average final score of this subject from student's perception was slightly higher than the real value. Moreover, student's self-perception on soft-skills increased at the end of the course. In general, the proposed MicroPBL methodology demonstrated a beneficial impact on students of Manufacturing Technology keeping high-motivation levels in students as well as high success rates and scores.

KW - 516 Educational sciences

KW - microproject

KW - assessment

KW - engineering degrees

KW - PBL

KW - competences

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DO - 10.4995/HEAd17.2017.5167

M3 - Conference contribution

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BT - HEAd´17

A2 - Domenech i Soria, Josep

A2 - Vincent Vela, Maria Cinta

A2 - de la Poza, Elena

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CY - Valencia

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Pernia-Espinoza A, Sodupe-Ortega E, Martinez-de-Pison-Ascacibar FJ, Urraca, Valle R, Antonanzas-Torres J, Sanz Garcia A. Assessment of microproject-based teaching/learning (MicroPBL) experience in industrial engineering degrees. In Domenech i Soria J, Vincent Vela MC, de la Poza E, Blazquez D, editors, HEAd´17: proceedings of the 3rd international conference on higher education advances. Valencia: UNIVERSITAT POLITECNICA DE VALENCIA. 2017. p. 268-276 https://doi.org/10.4995/HEAd17.2017.5167