From Paper to Product: Comparing the Effectiveness of Three Working Methods on Learning Outcomes and Social Interaction in a Technical Drawing Course
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| Publicat a: | Education Sciences vol. 15, no. 9 (2025), p. 1121-1145 |
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| Autor principal: | |
| Altres autors: | , |
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MDPI AG
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| Accés en línia: | Citation/Abstract Full Text + Graphics Full Text - PDF |
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| 022 | |a 2227-7102 | ||
| 022 | |a 2076-3344 | ||
| 024 | 7 | |a 10.3390/educsci15091121 |2 doi | |
| 035 | |a 3254508708 | ||
| 045 | 2 | |b d20250101 |b d20251231 | |
| 084 | |a 231457 |2 nlm | ||
| 100 | 1 | |a Trajkovski Jovan | |
| 245 | 1 | |a From Paper to Product: Comparing the Effectiveness of Three Working Methods on Learning Outcomes and Social Interaction in a Technical Drawing Course | |
| 260 | |b MDPI AG |c 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a Technical drawing is a foundational university course typically taught in the first semester of most technical and engineering programmes. A thorough understanding of the course content and the ability to prepare high-quality technical documentation require basic knowledge of the technological processes applied in product manufacturing. However, these aspects are usually not part of the standard curriculum. The main goal of this research was to examine how the working methodology used during the project task (PT) affects students’ learning outcomes and social interactions. This study explores three different active learning methods applied during the realisation of the PT, involving one individual group and two teamwork groups, in one of which the students had the opportunity to manufacture a final product based on their technical documentation. In all three groups, student-centred and project-based learning methods were employed. This study uses a combination of two quantitative evaluations: one based on the difference in students’ pre- and post-test results and one supported by a survey performed at the end of the semester to capture the students’ experiences during the project and their satisfaction. The results demonstrate that the learning method that allows students to gain hands-on experience in manufacturing their own products significantly improves learning outcomes. Additionally, it enhances students’ satisfaction by fostering social interactions among them. | |
| 653 | |a Collaboration | ||
| 653 | |a Teaching methods | ||
| 653 | |a COVID-19 | ||
| 653 | |a Computer aided design--CAD | ||
| 653 | |a Learning | ||
| 653 | |a Educational Benefits | ||
| 653 | |a Critical Thinking | ||
| 653 | |a Educational Practices | ||
| 653 | |a Influence of Technology | ||
| 653 | |a Distance Education | ||
| 653 | |a Active Learning | ||
| 653 | |a Hands on Science | ||
| 653 | |a Educational Methods | ||
| 653 | |a Computer Assisted Design | ||
| 653 | |a Learning Experience | ||
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| 653 | |a Creative Teaching | ||
| 653 | |a Interpersonal Relationship | ||
| 653 | |a Information Dissemination | ||
| 653 | |a Computer Oriented Programs | ||
| 653 | |a Blended Learning | ||
| 653 | |a Classroom Techniques | ||
| 653 | |a Evaluative Thinking | ||
| 653 | |a Interpersonal Communication | ||
| 653 | |a Engineering Education | ||
| 653 | |a Educational Experience | ||
| 653 | |a Educational Environment | ||
| 653 | |a Course Content | ||
| 653 | |a Learner Engagement | ||
| 700 | 1 | |a Ambrož Miha | |
| 700 | 1 | |a Kunc, Robert | |
| 773 | 0 | |t Education Sciences |g vol. 15, no. 9 (2025), p. 1121-1145 | |
| 786 | 0 | |d ProQuest |t Education Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3254508708/abstract/embedded/6A8EOT78XXH2IG52?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text + Graphics |u https://www.proquest.com/docview/3254508708/fulltextwithgraphics/embedded/6A8EOT78XXH2IG52?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3254508708/fulltextPDF/embedded/6A8EOT78XXH2IG52?source=fedsrch |