Target Competency Indicators of Project Based Learning (PBL): Take Project Courses of Mechanical Engineering from Universities of Science and Technology in Taiwan as an Example

Chih-Yang Chao¹, Yu-Chang Li², Ming-Shyan Hour³, Yong-Shun Lin⁴, Hui-Chun Wu⁵

¹Department of Marketing and Logistics Management, Ling Tung University, 1, Lingdong Rd., Nantun Dist., Taichung City 408,

Taiwan (R.O.C.)

^2,3,5Department of Industrial Education and Technology, National Chunghua University of Education, 2, Shida Rd., Changhua City,

Changhua County 500, Taiwan (R.O.C.)

⁴Department of International Business, Ling Tung University, 1, Lingdong Rd., Nantun Dist., Taichung City 408, Taiwan (R.O.C.)

^altu1101@teamail.ltu.edu.tw, ^bhmscharge@sivs.chc.edu.tw, ^ctc408@ms.cljh.tc.edu.tw, ^dyongshun10@teamail.ltu.edu.tw,

^ejoyce.huei@gmail.com

Abstract:

The study examines courses adopting a problem-based learning approach offered by departments of mechanical engineering in Taiwan’s universities of science and technology, seeking to identify student learning outcomes and key competency indicators for courses of the type. Interviews and focus groups were administered to teachers of project courses. The results from the analytical hierarchy process showed 20 target competency indicators and four dimensions of learning outcomes specifically expertise, generic skills, teamwork skills, and attitude. The study found that expertise and attitude were more important than the other two dimensions, which was in line with the need of small and medium-sized machinery enterprises in Taiwan.

Keywords:

Project-based learning (PBL), vocational education, technical education, mechanical engineering practice

pages:

551-554

DOI:

https://doi.org/10.35745/ecei2019v2.140

Year:

2019

Published in:

2nd Eurasian Conference on Educational Innovation 2019

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