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首页> 外文期刊>The international journal of engineering education >Multidisciplinary Education for New Landscape Engineering Concepts using Problem-Based Collaborative Learning. A Case Study in Spain*
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Multidisciplinary Education for New Landscape Engineering Concepts using Problem-Based Collaborative Learning. A Case Study in Spain*

机译：基于问题的协作学习对景观工程新概念进行多学科教育。西班牙的案例研究*

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摘要

Problem-based learning (PBL) is widely regarded as a successful educational method. In Spain, most engineering degrees are still based mainly on old style lecture classes where a great deal of information is given to the students. This work assesses the introduction of a PBL strategy as a complement to traditional engineering education. The instructors' and students' attitudes towards its implementation are studied. A new approach has been proposed for the PBL strategy: instead of a single problem, a chain of problems was developed that could be solved in a collaborative environment. Results from the experience showed a high level of student acceptance. Response to the PBL initiative was found to be positive both for instructors and students, though lack of time, difficulties in evaluations and an increase in students' and teachers' workloads were the main disadvantages. Compared with traditional engineering curricula, the mixed traditional-PBL model appears to inspire a higher degree of involvement in study activities where on-line learning tools played an important role.
机译：基于问题的学习（PBL）被广泛认为是一种成功的教育方法。在西班牙，大多数工程学位仍然主要基于老式的讲课课程，这些课程会为学生提供大量信息。这项工作评估了PBL策略的引入，作为对传统工程教育的补充。研究了教师和学生对其实施的态度。已经为PBL策略提出了一种新方法：代替单个问题，而是开发了可以在协作环境中解决的一系列问题。经验结果表明，学生的接受程度很高。尽管缺乏时间，评估困难以及学生和老师的工作量增加是主要的劣势，但对PBL计划的响应对教师和学生都是积极的。与传统的工程课程相比，传统的PBL混合模型似乎激发了更多的学习活动，其中在线学习工具发挥了重要作用。

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