Abstract
Active learning techniques have been increasingly employed in civil engineering education, enhancing student engagement and academic outcomes. However, the use of active learning in geometric road design courses remains limited, despite the complexity and importance of this field. Geometric design courses in road engineering often rely on traditional teaching methods, which may hinder students’ ability to develop the diverse competencies required for considering various factors in road design projects. Therefore, this study aims to investigate the effectiveness of various active learning techniques in a face-to-face course on geometric highway design. Two groups of students enrolled in the ‘Road Construction II’ subject during the April to August 2022 academic period participated in the study. The selected active learning techniques were based on flipped classes, problem-based and project-based learning, and workgroup learning, and music was incorporated into face-to-face classes. A survey was administered, and students’ final grades were recorded for analysis. The study revealed positive correlations between students’ perception of self-learning and their overall assessment. Students expressed positive feedback for various active learning moments, highlighting their value and positive reception. Active learning techniques not only increase student interest in courses but also cultivate the essential skills required for road engineers. Engaging students in real-world projects and promoting teamwork prepares them for future challenges. Ongoing exploration of these active learning techniques is vital, as they not only benefit new students but also align with the evolving demands of our society.
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García-Ramírez, Y. (2023). Enhancing Geometric Road Design Education through Active Learning Techniques: Student Perceptions and Implications for Academia. In: Berrezueta, S. (eds) Proceedings of the 18th Latin American Conference on Learning Technologies (LACLO 2023). LACLO 2023. Lecture Notes in Educational Technology. Springer, Singapore. https://doi.org/10.1007/978-981-99-7353-8_1
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