공학교육 IC-PBL 학습성과 측정도구 개발
A New Measurement Tool of IC-PBL Learning Outcome in Engineering Education
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IC-PBL(Industry Coupled Problem Based Learning) has been widely conducted in many higher education institutions, but there has been no standardized tool to measure its learning outcomes. In this paper, a tool to measure the learning outcomes of IC-PBL engineering education was developed through three Delphi surveys, a face validity test, and a survey of the education subjects. The developed tool of the learning outcome is composed of three key competencies: engineering problem solving, communication and collaboration, and self-leadership. The sub-competencies for engineering problem solving include engineering knowledge, data collection and analysis, creative engineering design, and application of tools and emerging technologies. For communication and collaboration, the sub-competencies are communication and teamwork. The sub-competencies for self-leadership include self-reflection and self-development. In total, eight sub-competencies have been identified, and the measurement items consist of 28 questions. In addition, the effectiveness of the developed measurement tool was verified by conducting a survey targeting a sample of students participating in the IC-PBL courses offered at the College of Engineering at Hanyang University ERICA. This study is significant in that it establishes validity and practical applicability as a learning outcome indicator for IC-PBL in engineering education.
Abstract
IC-PBL(Industry Coupled Problem Based Learning) has been widely conducted in many higher education institutions, but there has been no standardized tool to measure its learning outcomes. In this paper, a tool to measure the learning outcomes of IC-PBL engineering education was developed through three Delphi surveys, a face validity test, and a survey of the education subjects. The developed tool of the learning outcome is composed of three key competencies: engineering problem solving, communication and collaboration, and self-leadership. The sub-competencies for engineering problem solving include engineering knowledge, data collection and analysis, creative engineering design, and application of tools and emerging technologies. For communication and collaboration, the sub-competencies are communication and teamwork. The sub-competencies for self-leadership include self-reflection and self-development. In total, eight sub-competencies have been identified, and the measurement items consist of 28 questions. In addition, the effectiveness of the developed measurement tool was verified by conducting a survey targeting a sample of students participating in the IC-PBL courses offered at the College of Engineering at Hanyang University ERICA. This study is significant in that it establishes validity and practical applicability as a learning outcome indicator for IC-PBL in engineering education.