Active Learning in Civil Engineering: Implementation, Perceived Effectiveness, and Predictors at HCM-UTE
Corressponding author's email:
hongbv@hcmute.edu.vnDOI:
https://doi.org/10.54644/jte.2026.2054Keywords:
Active learning approaches, Civil engineering education, Case studies, Predictors of effectiveness, Group discussionAbstract
As higher education undergoes a paradigm shift toward student-centered pedagogy, adopting active learning approaches has become essential, particularly in engineering disciplines where practical relevance is paramount. This study examines the implementation and perceived effectiveness of active learning within the Faculty of Civil Engineering at the Ho Chi Minh City University of Technology and Engineering (HCM-UTE), drawing on quantitative data from both instructors and students. The results identify Group Discussion and Case Studies as the most prevalent methods, both being highly regarded by both cohorts. However, a notable perception gap exists between instructors and students regarding the extent of Technology-Enhanced Learning (TEL) integration. Regression analysis (Adjusted R2 = 0.47) confirms that Case Studies (b =0.35) and Project-based Learning (b =0.27) serve as the strongest predictors of overall learning effectiveness. Conversely, TEL failed to emerge as an independent predictor, suggesting that its pedagogical value is contingent upon being anchored in robust instructional designs tailored to professional contexts. These findings suggest that instructors should prioritize developing authentic learning scenarios to better cultivate professional competencies in students.
Downloads: 0
References
Thuvienphapluat.vn, “Nghị quyết 29-NQ/TW năm 2013 đổi mới căn bản toàn diện giáo dục đào tạo hội nhập quốc tế,” Thư Viện Pháp Luật. [Online]. Available: https://thuvienphapluat.vn/van-ban/Thuong-mai/Nghi-quyet-29-NQ-TW-nam-2013-doi-moi-can-ban-toan-dien-giao-duc-dao-tao-hoi-nhap-quoc-te-212441.aspx. [Accessed: Nov. 21, 2025].
T. Kiện, “Nghị quyết số 71-NQ/TW, ngày 22/8/2025 của Bộ Chính trị về đột phá phát triển giáo dục và đào tạo,” tulieuvankien.dangcongsan.vn. [Online]. Available: https://tulieuvankien.dangcongsan.vn/he-thong-van-ban/van-ban-cua-dang/nghi-quyet-so-71-nqtw-ngay-2282025-cua-bo-chinh-tri-ve-dot-pha-phat-trien-giao-duc-va-dao-tao-11771. [Accessed: Dec. 1, 2025].
T. Đ. Hải, “Tiếp cận phương pháp dạy học tích cực trong chuyển đổi số ở trường đại học.”
T. T. Á. Luyến and N. T. K. Anh, “Phương pháp dạy học tích cực – Xu hướng của nền giáo dục hiện đại,” Tạp San Thông Tin-Khoa Học Số, vol. 2, pp. 49–68, 2014.
P. Đ. Tiên, “Đổi mới phương pháp dạy học đáp ứng chuẩn đầu ra cho sinh viên.” [Online]. Available: https://tamlygiaoduc.com.vn/wp-content/uploads/2025/06/66.K2T6-PDTien-PPDH-dap-ung-CDR.pdf. [Accessed: Nov. 7, 2025].
P. T. B. Thuận and T. T. Hải, “Đổi mới phương pháp giảng dạy đại học tại Trường Đại học Công nghiệp Thành phố Hồ Chí Minh – Thực trạng và giải pháp,” J. Sci. Technol. IUH, vol. 53, no. 5, 2021, doi: 10.46242/jstiuh.v53i05.4142. DOI: https://doi.org/10.46242/jstiuh.v53i05.4142
C. C. Bonwell and J. A. Eison, Active Learning: Creating Excitement in the Classroom. Washington, DC, USA: ERIC, 1991.
A. Salmisto, L. Postareff, and P. Nokelainen, “Relationships among civil engineering students’ approaches to learning, perceptions of the teaching–learning environment, and study success,” J. Prof. Issues Eng. Educ. Pract., vol. 143, no. 4, Art. no. 04017010, Oct. 2017, doi: 10.1061/(ASCE)EI.1943-5541.0000343. DOI: https://doi.org/10.1061/(ASCE)EI.1943-5541.0000343
S. Freeman et al., “Active learning increases student performance in science, engineering, and mathematics,” Proc. Natl. Acad. Sci., vol. 111, no. 23, pp. 8410–8415, Jun. 2014, doi: 10.1073/pnas.1319030111. DOI: https://doi.org/10.1073/pnas.1319030111
Z. H. Sahito, F. J. Khoso, and J. Phulpoto, “The effectiveness of active learning strategies in enhancing student engagement and academic performance,” J. Soc. Sci. Rev., vol. 5, no. 1, pp. 110–127, 2025. DOI: https://doi.org/10.62843/jssr.v5i1.471
A. H. S. Dzaiy and S. A. Abdullah, “The use of active learning strategies to foster effective teaching in higher education institutions,” Zanco J. Hum. Sci., vol. 28, no. 4, pp. 328–351, Aug. 2024, doi: 10.21271/zjhs.28.4.18. DOI: https://doi.org/10.21271/zjhs.28.4.18
S. M. Chance, “Active learning to enhance the architecture, engineering, and construction sector,” doi: 10.5281/zenodo.14060731.
F. R. Bijleveld and A. G. Dorée, “Method-based learning: A case in the asphalt construction industry,” Constr. Manag. Econ., vol. 32, no. 7–8, pp. 665–681, Aug. 2014, doi: 10.1080/01446193.2014.887211. DOI: https://doi.org/10.1080/01446193.2014.887211
F. Ali and S. Ayaz, “Active learning in civil engineering: Promoting self-regulation skills in transportation studies,” Spectr. Eng. Sci., vol. 3, no. 2, pp. 798–825, 2025.
E. M. Wetzel and C. B. Farrow, “Active learning in construction management education: Faculty perceptions of engagement and learning,” Int. J. Constr. Manag., vol. 23, no. 8, pp. 1417–1425, Jun. 2023, doi: 10.1080/15623599.2021.1974684. DOI: https://doi.org/10.1080/15623599.2021.1974684
M. J. Prince and R. M. Felder, “Inductive teaching and learning methods: Definitions, comparisons, and research bases,” J. Eng. Educ., vol. 95, no. 2, pp. 123–138, Apr. 2006, doi: 10.1002/j.2168-9830.2006.tb00884.x. DOI: https://doi.org/10.1002/j.2168-9830.2006.tb00884.x
M. Prince, “Does active learning work? A review of the research,” J. Eng. Educ., vol. 93, no. 3, pp. 223–231, Jul. 2004, doi: 10.1002/j.2168-9830.2004.tb00809.x. DOI: https://doi.org/10.1002/j.2168-9830.2004.tb00809.x
R. M. Felder and R. Brent, Teaching and Learning STEM: A Practical Guide, 1st ed. San Francisco, CA, USA: Jossey-Bass, 2016.
D. Laurillard, “Teaching as a Design Science: Building Pedagogical Patterns for Learning and Technology,” doi: 10.4324/9780203125083. DOI: https://doi.org/10.4324/9780203125083
M. Henderson, N. Selwyn, and R. Aston, “What works and why? Student perceptions of ‘useful’ digital technology in university teaching and learning,” Stud. High. Educ., vol. 42, no. 8, pp. 1567–1579, Aug. 2017, doi: 10.1080/03075079.2015.1007946. DOI: https://doi.org/10.1080/03075079.2015.1007946
E. Pechenkina and C. Aeschliman, “What do students want? Making sense of student preferences in technology-enhanced learning,” Contemp. Educ. Technol., vol. 8, no. 1, pp. 26–39, 2017. DOI: https://doi.org/10.30935/cedtech/6185
M. Schneider and F. Preckel, “Variables associated with achievement in higher education: A systematic review of meta-analyses,” Psychol. Bull., vol. 143, no. 6, pp. 565–600, 2017, doi: 10.1037/bul0000098. DOI: https://doi.org/10.1037/bul0000098
P. K. Raju and C. S. Sankar, “Teaching real-world issues through case studies,” J. Eng. Educ., vol. 88, no. 4, pp. 501–508, Oct. 1999, doi: 10.1002/j.2168-9830.1999.tb00479.x. DOI: https://doi.org/10.1002/j.2168-9830.1999.tb00479.x
A. Yadav, M. Lundeberg, D. Subedi, and C. Bunting, “Problem based learning in an undergraduate electrical engineering course,” in 2010 Annu. Conf. Expo., 2010, pp. 15–984. DOI: https://doi.org/10.18260/1-2--16597
S. Fernandes, D. Mesquita, M. A. Flores, and R. M. Lima, “Engaging students in learning: Findings from a study of project-led education,” Eur. J. Eng. Educ., vol. 39, no. 1, pp. 55–67, Jan. 2014, doi: 10.1080/03043797.2013.833170. DOI: https://doi.org/10.1080/03043797.2013.833170
H. L. Andrade, “A critical review of research on student self-assessment,” Front. Educ., vol. 4, Aug. 2019, doi: 10.3389/feduc.2019.00087. DOI: https://doi.org/10.3389/feduc.2019.00087
H. J. Passow, “Which ABET competencies do engineering graduates find most important in their work?,” J. Eng. Educ., vol. 101, no. 1, pp. 95–118, Jan. 2012, doi: 10.1002/j.2168-9830.2012.tb00043.x. DOI: https://doi.org/10.1002/j.2168-9830.2012.tb00043.x
D. A. Kolb, Experiential Learning: Experience as the Source of Learning and Development. FT Press, 2014.
J. Strobel and A. Van Barneveld, “When is PBL more effective? A meta-synthesis of meta-analyses comparing PBL to conventional classrooms,” Interdiscip. J. Probl. Based Learn., vol. 3, no. 1, pp. 44–58, 2009. DOI: https://doi.org/10.7771/1541-5015.1046
J. Biggs, C. Tang, and G. Kennedy, Teaching for Quality Learning at University, 5th ed. Maidenhead, U.K.: McGraw-Hill Education, 2022.
Downloads
Published
How to Cite
License
Copyright (c) 2026 Journal of Technical Education Science
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyright © JTE.
