Project-based learning with an online peer assessment system in a photonics instruction for enhancing led design skills

This study proposed a novel instructional approach, a two-stage LED simulation of Project-based learning (PBL) course with online peer assessment (OPA), and explored how to apply OPA to the different structured problems in a PBL course to enhance students’ professional skills in LED design as well as meta-cognitive thinking. The participants of the study, 73 junior students were divided into two groups, OPA group (with OPA) and Traditional group (without OPA). The evaluation results were listed as follows. (1) OPA group performed better than Traditional group in concept clarification. (2) For the enhancement of LED design skills in well-structured problem solving, OPA group performed better than Traditional group. (3) For the enhancement of LED design skills in ill-structured problem solving, there was no significant difference between the performances of these two groups. (4) For students’ perception about the effect of OPA applied in PBL, OPA group could benefit from inquiry learning and reflective thinking. Most students agreed that the two-stage LED simulation of PBL course was challenging and interesting and they learned useful things from the course.

[1]  F. Paas,et al.  Cognitive Architecture and Instructional Design , 1998 .

[2]  P. McLeod,et al.  Why good thoughts block better ones: The mechanism of the pernicious Einstellung (set) effect , 2008, Cognition.

[3]  A. Luchins.  Mechanization in problem solving: The effect of Einstellung. , 1942 .

[4]  Chin-Chung Tsai,et al.  University Students’ Perceptions of and Attitudes Toward (Online) Peer Assessment , 2006 .

[5]  Phil Davies,et al.  Computerized Peer Assessment , 2000 .

[6]  E. Gagné.  The cognitive psychology of school learning , 1985 .

[7]  N. Falchikov,et al.  Student Peer Assessment in Higher Education: A Meta-Analysis Comparing Peer and Teacher Marks , 2000 .

[8]  Mei-Ling Chen,et al.  A Simulation-Based LED Design Project in Photonics Instruction Based on Industry–University Collaboration , 2011, IEEE Transactions on Education.

[9]  Eric Zhi-Feng Liu,et al.  Web-based peer review: the learner as both adapter and reviewer , 2001, IEEE Trans. Educ..

[10]  Chin-Chung Tsai.  Relationships between student scientific epistemological beliefs and perceptions of constructivist learning environments , 2000 .

[11]  Ganesh Rajagopalan,et al.  Hands‐On CFD Educational Interface for Engineering Courses and Laboratories , 2006 .

[12]  L. L. Velle.  Constructivist Learning Environments: Case Studies in Instructional Design , 1998 .

[13]  Chin-Chung Tsai,et al.  Science Learning and Constructivism , 1998 .

[14]  K. H. Kim,et al.  III-nitride blue and ultraviolet photonic crystal light emitting diodes , 2004 .

[15]  Susan Wilcox,et al.  Peer and self assessment of group work: developing an effective response to increased enrolment in a third‐year course in microclimatology , 1996 .

[16]  P. J. Grabau,et al.  A multidisciplinary cooperative problem-based learning approach to embedded systems design , 1998 .

[17]  J. W. Getzels.  Problem‐Finding and the Inventiveness of Solutions , 1975 .

[18]  Lloyd P. Rieber,et al.  To Teach or Not to Teach? Comparing the Use of Computer-Based Simulations in Deductive versus Inductive Approaches to Learning with Adults in Science , 1995 .

[19]  Eric Zhi-Feng Liu,et al.  Web-based peer assessment: feedback for students with various thinking-styles , 2001, J. Comput. Assist. Learn..

[20]  Jo McKenzie,et al.  SPARK, a confidential web-based template for self and peer assessment of student teamwork: benefits of evaluating across different subjects , 2002, Br. J. Educ. Technol..

[21]  G. Dunnington,et al.  Peer and self assessment during problem-based tutorials. , 1999, American journal of surgery.

[22]  Ru-Chu Shih,et al.  Can Web 2.0 technology assist college students in learning English writing? Integrating Facebook and peer assessment with blended learning , 2011 .

[23]  K. Topping.  Peer Assessment Between Students in Colleges and Universities , 1998 .

[24]  Chin-Chung Tsai,et al.  Attitudes towards peer assessment: a comparison of the perspectives of pre‐service and in‐service teachers , 2006 .

[25]  Jodee Anderson,et al.  HIGH‐FIDELITY SIMULATION‐BASED TRAINING IN NEONATAL NURSING , 2004, Advances in neonatal care : official journal of the National Association of Neonatal Nurses.

[26]  Chi-Cheng Chang,et al.  A comparative analysis of the consistency and difference among teacher-assessment, student self-assessment and peer-assessment in a Web-based portfolio assessment environment for high school students , 2012, Comput. Educ..

[27]  E. Suh,et al.  Efficient blue light-emitting diodes with InGaN/GaN triangular shaped multiple quantum wells , 2003 .

[28]  D. Boud,et al.  Student Self-Assessment in Higher Education: A Meta-Analysis , 1989 .

[29]  P. Orsmond,et al.  The Importance of Marking Criteria in the Use of Peer Assessment , 1996 .

[30]  Eric Zhi-Feng Liu,et al.  Relationship between peer feedback, cognitive and metacognitive strategies and achievement in networked peer assessment , 2007, Br. J. Educ. Technol..

[31]  P. C. Honebein,et al.  Seven goals for the design of constructivist learning environments , 1996 .

[32]  Eric Zhi-Feng Liu,et al.  A Networked Peer Assessment System Based on a Vee Heuristic , 2001 .

[33]  G. Wallas.  The art of thought , 1926 .

[34]  Javier Macías Guarasa,et al.  A project-based learning approach to design electronic systems curricula , 2006, IEEE Transactions on Education.