Learning and teaching style assessment for improving project-based learning of engineering students: A case of United Arab Emirates University

• DOI: 10.7158/d13-014.2015.20.1
• Publication Date: 2015-03-12T21:50:52Z
• Authors: RK Chowdhury
• Keywords: Facilitator; Problem-Based Learning

Learning styles of most engineering students and teaching academic staff are incompatible in several dimensions. Many or visual, sensing, inductive active, whereas education is mostly verbal (auditory), abstract (intuitive), deductive, passive sequential. These mismatches lead to poor student performance, professorial frustration a barrier produce many potentially excellent engineers. The modern method involves contemporary learning practices using project program based learning, work integrated integrative approaches. Project-based (PBL) acknowledged as collaborative, progressive, student-centred, interactive, active deep approach. paper investigates the students, approaches staff, role smart technologies their applications for implementation PBL at United Arab Emirates University. Students were surveyed understand respectively. Most observed (57%), sensory (71%), visual (83%) sequential (68%). Surveyed exhibited strong preference expert, delegator facilitator style teaching. use different educational frequently approximately 52% identified electronic media technology resources. Only 22% indicated small group resources, which indicates lack collaborative students. Previous studies discovered that approach prefers rather than expert styles. discusses improvement through understanding