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Competition-Based Active Learning Instruction for Drone Education

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Title: Competition-Based Active Learning Instruction for Drone Education
Language: English
Authors: Pramod Abichandani (ORCID 0000-0003-3572-4458), Deepan Lobo (ORCID 0000-0002-7434-8013), Branislav Dimitrijevic (ORCID 0000-0002-1259-2037), Ashish Borgaonkar, Jaskirat Sodhi, Smit Kabrawala, Daniel Brateris, Moshe Kam
Source: Interactive Learning Environments. 2024 32(5):1795-1813.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 19
Publication Date: 2024
Document Type: Journal Articles
Reports - Descriptive
Education Level: Higher Education
Postsecondary Education
Descriptors: Active Learning, Competition, Undergraduate Students, Aviation Technology, Aviation Mechanics, Robotics, Research Universities, STEM Education, Student Attitudes, Skill Development, Knowledge Level, Shared Resources and Services, Barriers, Teaching Methods, Engineering Education, Graduate Students
DOI: 10.1080/10494820.2022.2128821
ISSN: 1049-4820
1744-5191
Abstract: This paper presents a competition-based active learning approach that prepares undergraduate students for careers in the drone industry. The competition-based learning (CBL) approach focuses on preparing students for three key drone industry requirements (1) drone assembly, testing, and validation using commercial off-the-shelf (COTS) parts, (2) simulation of drone flight missions and (3) manual and semi-autonomous drone piloting. The CBL curricular modules were developed using the Interactive-Constructive-Active-Passive (ICAP) framework of cognitive engagement. These modules immersed students in the technical challenges corresponding to the three essential drone industry requirements. The approach was implemented through fourteen (14) drone workshops that culminated in a final drone piloting competition at a STEM research university in the United States. Ninety-seven (97) students from various backgrounds with little to no prior experience in building drones participated in the competition as part of 22 teams in total. Multiple assessment methods were used to evaluate the students' progress and the perceived drone-related skills gained by the end of the workshops. Assessment methods included data from direct formative (weekly or biweekly curricular milestones), direct summative (drone piloting for multiple flight tests), indirect quantitative (Likert-style feedback survey about student perceptions), and indirect qualitative (descriptive feedback comments) tools. Direct quantitative assessments indicated that most students successfully reached the technical milestones of the workshop sessions and gained practical drone piloting skills. The indirect quantitative assessment revealed that students perceived the workshops to be a valuable experience in their drone industry skills and knowledge. Indirect qualitative analysis of the feedback comments revealed that students perceived CBL as an engaging and effective method of introducing drone technology.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1435247
Database: ERIC
FullText Text:
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  Data: Competition-Based Active Learning Instruction for Drone Education
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Pramod+Abichandani%22">Pramod Abichandani</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3572-4458">0000-0003-3572-4458</externalLink>)<br /><searchLink fieldCode="AR" term="%22Deepan+Lobo%22">Deepan Lobo</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7434-8013">0000-0002-7434-8013</externalLink>)<br /><searchLink fieldCode="AR" term="%22Branislav+Dimitrijevic%22">Branislav Dimitrijevic</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1259-2037">0000-0002-1259-2037</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ashish+Borgaonkar%22">Ashish Borgaonkar</searchLink><br /><searchLink fieldCode="AR" term="%22Jaskirat+Sodhi%22">Jaskirat Sodhi</searchLink><br /><searchLink fieldCode="AR" term="%22Smit+Kabrawala%22">Smit Kabrawala</searchLink><br /><searchLink fieldCode="AR" term="%22Daniel+Brateris%22">Daniel Brateris</searchLink><br /><searchLink fieldCode="AR" term="%22Moshe+Kam%22">Moshe Kam</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Interactive+Learning+Environments%22"><i>Interactive Learning Environments</i></searchLink>. 2024 32(5):1795-1813.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 19
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  Data: 2024
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  Data: Journal Articles<br />Reports - Descriptive
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Active+Learning%22">Active Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Competition%22">Competition</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Aviation+Technology%22">Aviation Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Aviation+Mechanics%22">Aviation Mechanics</searchLink><br /><searchLink fieldCode="DE" term="%22Robotics%22">Robotics</searchLink><br /><searchLink fieldCode="DE" term="%22Research+Universities%22">Research Universities</searchLink><br /><searchLink fieldCode="DE" term="%22STEM+Education%22">STEM Education</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Skill+Development%22">Skill Development</searchLink><br /><searchLink fieldCode="DE" term="%22Knowledge+Level%22">Knowledge Level</searchLink><br /><searchLink fieldCode="DE" term="%22Shared+Resources+and+Services%22">Shared Resources and Services</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Engineering+Education%22">Engineering Education</searchLink><br /><searchLink fieldCode="DE" term="%22Graduate+Students%22">Graduate Students</searchLink>
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  Data: 10.1080/10494820.2022.2128821
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  Data: 1049-4820<br />1744-5191
– Name: Abstract
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  Data: This paper presents a competition-based active learning approach that prepares undergraduate students for careers in the drone industry. The competition-based learning (CBL) approach focuses on preparing students for three key drone industry requirements (1) drone assembly, testing, and validation using commercial off-the-shelf (COTS) parts, (2) simulation of drone flight missions and (3) manual and semi-autonomous drone piloting. The CBL curricular modules were developed using the Interactive-Constructive-Active-Passive (ICAP) framework of cognitive engagement. These modules immersed students in the technical challenges corresponding to the three essential drone industry requirements. The approach was implemented through fourteen (14) drone workshops that culminated in a final drone piloting competition at a STEM research university in the United States. Ninety-seven (97) students from various backgrounds with little to no prior experience in building drones participated in the competition as part of 22 teams in total. Multiple assessment methods were used to evaluate the students' progress and the perceived drone-related skills gained by the end of the workshops. Assessment methods included data from direct formative (weekly or biweekly curricular milestones), direct summative (drone piloting for multiple flight tests), indirect quantitative (Likert-style feedback survey about student perceptions), and indirect qualitative (descriptive feedback comments) tools. Direct quantitative assessments indicated that most students successfully reached the technical milestones of the workshop sessions and gained practical drone piloting skills. The indirect quantitative assessment revealed that students perceived the workshops to be a valuable experience in their drone industry skills and knowledge. Indirect qualitative analysis of the feedback comments revealed that students perceived CBL as an engaging and effective method of introducing drone technology.
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      – Type: doi
        Value: 10.1080/10494820.2022.2128821
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 19
        StartPage: 1795
    Subjects:
      – SubjectFull: Active Learning
        Type: general
      – SubjectFull: Competition
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      – SubjectFull: Undergraduate Students
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      – SubjectFull: Aviation Technology
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      – SubjectFull: Robotics
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      – SubjectFull: STEM Education
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