Learning linkages between projects and work placements in engineering education
type: CreativeWork
description: This research study investigated the combined learning linkages of engineering projects (Problem-Based Learning [PBL]) and work placements (Work-Integrated Learning [WIL]) in engineering education in New Zealand. The learning process of both approaches was analysed based on the development of engineering knowledge, technical, and non-technical skills (collectively employability skills) in students. This research is aligned with theories of constructionism and sociocultural theory to understand learners’ engagement in WIL and PBL as building knowledge through social interactions in classroom and work settings. Constructionism is a learning theory that puts importance on active knowledge construction by learners engaged in hands-on experiential learning activities. In this study, WIL and PBL are the hands-on experiential learning activities that aid in construction of engineering knowledge and skills of students through hands-on engineering practice. Sociocultural learning theory informs this study, as WIL and PBL can be considered approaches where learning happens as a social process, within a community of practise, where people are engaged in an activity, in a socially and culturally structured work environment. In this thesis, the PBL was engineering applied projects and WIL was work placements. Data collection occurred from five cohorts across different stages of their study by conducting online surveys, individual interview transcripts, document analysis, and direct observations. Investigation into classroom learning also provided students insight into fundamental engineering concepts/theories via lectures and tutorials. The engineering projects assisted students’ ability to relate theory with practise and the ability to relate and understand previously developed engineering knowledge embedded in the project’s problem statement. Additionally, engineering projects were primarily interdisciplinary across engineering, which aided in developing additional engineering…
abstract: This research study investigated the combined learning linkages of engineering projects (Problem-Based Learning [PBL]) and work placements (Work-Integrated Learning [WIL]) in engineering education in New Zealand. The learning process of both approaches was analysed based on the development of engineering knowledge, technical, and non-technical skills (collectively employability skills) in students. This research is aligned with theories of constructionism and sociocultural theory to understand learners’ engagement in WIL and PBL as building knowledge through social interactions in classroom and work settings. Constructionism is a learning theory that puts importance on active knowledge construction by learners engaged in hands-on experiential learning activities. In this study, WIL and PBL are the hands-on experiential learning activities that aid in construction of engineering knowledge and skills of students through hands-on engineering practice. Sociocultural learning theory informs this study, as WIL and PBL can be considered approaches where learning happens as a social process, within a community of practise, where people are engaged in an activity, in a socially and culturally structured work environment. In this thesis, the PBL was engineering applied projects and WIL was work placements. Data collection occurred from five cohorts across different stages of their study by conducting online surveys, individual interview transcripts, document analysis, and direct observations. Investigation into classroom learning also provided students insight into fundamental engineering concepts/theories via lectures and tutorials. The engineering projects assisted students’ ability to relate theory with practise and the ability to relate and understand previously developed engineering knowledge embedded in the project’s problem statement. Additionally, engineering projects were primarily interdisciplinary across engineering, which aided in developing additional engineering…
author: Joseph Thomas, Siju
keywords: Work-integrated learning, Problem-based learning, Engineering education
license: https://researchcommons.waikato.ac.nz/bitstreams/199ea888-f14f-4cb2-8d4a-854cc20a83cc/download
date published: 2023
date modified: 2026-07-24T05:57:24Z
provider: University Waikato
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: The University of Waikato