TY - GEN
T1 - Applying outcomes-based learning in civil engineering education
AU - El-Maaddawy, Tamer
AU - El-Hassan, Hilal
AU - Al Jassmi, Hamad
AU - Kamareddine, Lina
N1 - Funding Information:
ACKNOLWEDGMENT The authors acknowledge the financial support provided by their institute [grant number 31N271].
Publisher Copyright:
© 2019 IEEE.
PY - 2019/4
Y1 - 2019/4
N2 - 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.
AB - 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.
KW - Outcomes-based learning
KW - Student perceptions
KW - Value-added learning
UR - http://www.scopus.com/inward/record.url?scp=85067469013&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85067469013&partnerID=8YFLogxK
U2 - 10.1109/EDUCON.2019.8725164
DO - 10.1109/EDUCON.2019.8725164
M3 - Conference contribution
AN - SCOPUS:85067469013
T3 - IEEE Global Engineering Education Conference, EDUCON
SP - 986
EP - 989
BT - Proceedings of 2019 IEEE Global Engineering Education Conference, EDUCON 2019
A2 - Ashmawy, Alaa K.
A2 - Schreiter, Sebastian
PB - IEEE Computer Society
T2 - 10th IEEE Global Engineering Education Conference, EDUCON 2019
Y2 - 9 April 2019 through 11 April 2019
ER -