Abstract
This study presents the framework design and structure of a day-release type ‘Mini-Projects’ using active learning fundamentals employing a hybrid combination of Problem-based Learning (PBL) and Tasks-based Learnings (TBL) with some flavour of Flipped learning. It stimulates and motivates students to apply their knowledge, skills, and abilities (KSAs) solving a given problem without a lab-script overcoming project dilemma. The study includes student’s satisfaction survey analysis confirming successful delivery to various EIEE
and EINTC programmes of studies in the school of PECS at University of Hertfordshire, UK. Various recommendations are made in this study suggesting the possible adaptation of Mini-Projects activities for the use in most STEM (science, technology, engineering, and mathematics) disciplines under COVID-19 secured environments. Additionally, such MiniProjects can effectively be used to deliver the technical coursework of degree apprenticeship or UK Government’s new initiative of Institute of Technology (IOT).
and EINTC programmes of studies in the school of PECS at University of Hertfordshire, UK. Various recommendations are made in this study suggesting the possible adaptation of Mini-Projects activities for the use in most STEM (science, technology, engineering, and mathematics) disciplines under COVID-19 secured environments. Additionally, such MiniProjects can effectively be used to deliver the technical coursework of degree apprenticeship or UK Government’s new initiative of Institute of Technology (IOT).
| Original language | English |
|---|---|
| Pages (from-to) | 32 |
| Number of pages | 46 |
| Journal | Blended Learning in Practice |
| Publication status | Published - 1 Sept 2021 |