Journal of Engineering Education Transformations
DOI: 10.16920/jeet/2024/v37i3/24006
Year: 2024, Volume: 37, Issue: 3, Pages: 86-98
Original Article
Dr. Venugopala P. S1, Dr. Ashwini B2*, Dr. Shrinivasa Pai P3, Dr. Aravinda C. V4
1Department of Artificial Intelligence and Data Science, NMAM Institute of Technology, Nitte
Deemed to be University, Nitte, India.
2Department of Information Science and Engineering, NMAM Institute of Technology, Nitte Deemed to be University, Nitte, India
3Department of Mechanical Engineering, NMAM Institute of Technology, Nitte Deemed to be University, Nitte, India
4Department of Computer Science and Engineering, NMAM Institute of Technology, Nitte Deemed to be University, Nitte, India
*Corresponding Author
Email: venugopalaps@nitte.edu.in
ashwinib@nitte.edu.in,
srinivasapai@nitte.edu.in
aravinda.cv@nitte.edu.in
Received Date:12 January 2024, Accepted Date:16 January 2024, Published Date:18 January 2024
Abstract - Project Based Learning (PBL) is a concept adopted in higher education that is focused on the mode of learning by implementing projects using the concepts studied during a course. This model is now extended even to middle schools. This paper is a case study on the implementation of PBL in the engineering course. PBL implementation has several issues to be considered before offering it to the students. The issues are more related to the faculty and the institution. A survey was carried out among the students and faculty to know the effectiveness of PBL implementation. A set of questions were asked to the students to know the technical and non-technical advantages and limitations of the PBL. Descriptive questions are used to know the general opinion of the students and faculty about PBL. Various observations are made based on the outcome of the survey. As the overall outcome of the survey, the faculty and students are of the opinion that the PBL will enhance the learning outcome of the course, provided sufficient time and resources are available to implement the project and the faculty can guide the students with regular monitoring of the project's progress. Faculty competency in handling the concepts practically, and availability of time and resources are of concern. Both faculty and students felt that PBL must be practiced in the engineering curriculum to enhance the skills of the student.
Keywords: Engineering education; Internet of Things; Project based learning
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