Pub Date : 2022-09-20DOI: 10.1080/03043797.2022.2125367
Avital Binah Pollak, O. Hazzan, Dalia Peled
ABSTRACT Prevalence of depression, anxiety, and stress among university students worldwide is high. In most cases, stress intervention is individual-based and involves small groups for relatively short periods. New evidence shows that stress increased during the COVID-19 pandemic (2020-2021), when learning moved to online formats and social distancing was enforced worldwide. Our research focuses on a course on adjusting to stressful situations that moved online after many years of being taught in class. Based on qualitative and quantitative analyses, we showed that the course offered students two main benefits. First, the course structure was designed as a ritual, providing students with a sense of control. Second, students were engaged in a group activity, further contributing to their ability to adjust to stressful situations, as it created a platform for sharing. Findings are discussed in the context of the ongoing pandemic, and implications for coping with student stress post COVID-19 are suggested.
{"title":"COVID-19 and student stress: the effectiveness of a course on coping with stress for science and engineering undergraduate students","authors":"Avital Binah Pollak, O. Hazzan, Dalia Peled","doi":"10.1080/03043797.2022.2125367","DOIUrl":"https://doi.org/10.1080/03043797.2022.2125367","url":null,"abstract":"ABSTRACT Prevalence of depression, anxiety, and stress among university students worldwide is high. In most cases, stress intervention is individual-based and involves small groups for relatively short periods. New evidence shows that stress increased during the COVID-19 pandemic (2020-2021), when learning moved to online formats and social distancing was enforced worldwide. Our research focuses on a course on adjusting to stressful situations that moved online after many years of being taught in class. Based on qualitative and quantitative analyses, we showed that the course offered students two main benefits. First, the course structure was designed as a ritual, providing students with a sense of control. Second, students were engaged in a group activity, further contributing to their ability to adjust to stressful situations, as it created a platform for sharing. Findings are discussed in the context of the ongoing pandemic, and implications for coping with student stress post COVID-19 are suggested.","PeriodicalId":47348,"journal":{"name":"European Journal of Engineering Education","volume":"47 1","pages":"1164 - 1178"},"PeriodicalIF":2.3,"publicationDate":"2022-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45387141","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-15DOI: 10.1080/03043797.2022.2122406
Kate le Roux, M. Ngoepe, C. Shaw, Brandon Collier-Reed
ABSTRACT Language use is central for accessing, learning, and communicating understanding of undergraduate engineering knowledge. There is a need to understand students’ experiences, interpretations, and expectations of language use – conceptualised as related notions of language and disciplinary literacies – in their transition from school to and through first-year university. We use interviews with nine first-year mechanical engineering students to describe this transition as a to-and-fro process of navigating a continuum of complexity. All students experienced this as a process of uncritical socialisation into undergraduate engineering. Yet navigating this continuum was harder for some, a process that was inflected through their language repertoires and schooling experiences, but also agentive and personal. Students identified an absence of opportunities to bring their knowledges, languages and identities to this process. These findings and our conceptual tools have purchase in wider debates concerned with the transition into engineering programmes in which diversity is increasingly the norm.
{"title":"Language and disciplinary literacies for accessing, learning and communicating meaning: students’ experiences of the transition from school to first-year undergraduate engineering","authors":"Kate le Roux, M. Ngoepe, C. Shaw, Brandon Collier-Reed","doi":"10.1080/03043797.2022.2122406","DOIUrl":"https://doi.org/10.1080/03043797.2022.2122406","url":null,"abstract":"ABSTRACT Language use is central for accessing, learning, and communicating understanding of undergraduate engineering knowledge. There is a need to understand students’ experiences, interpretations, and expectations of language use – conceptualised as related notions of language and disciplinary literacies – in their transition from school to and through first-year university. We use interviews with nine first-year mechanical engineering students to describe this transition as a to-and-fro process of navigating a continuum of complexity. All students experienced this as a process of uncritical socialisation into undergraduate engineering. Yet navigating this continuum was harder for some, a process that was inflected through their language repertoires and schooling experiences, but also agentive and personal. Students identified an absence of opportunities to bring their knowledges, languages and identities to this process. These findings and our conceptual tools have purchase in wider debates concerned with the transition into engineering programmes in which diversity is increasingly the norm.","PeriodicalId":47348,"journal":{"name":"European Journal of Engineering Education","volume":"47 1","pages":"1144 - 1163"},"PeriodicalIF":2.3,"publicationDate":"2022-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45803469","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-07DOI: 10.1080/03043797.2022.2116562
Caroline Crockett, C. Finelli, H. Powell
ABSTRACT This paper investigates what instructional factors influence conceptual understanding (CU) of signals and systems for senior undergraduate engineering students. Previous results show students in signals and systems courses typically gain little CU, though evidence-based instructional practices, such as active learning, can increase gains in CU. However, few studies consider CU of senior students or other instructional practices that increase CU. To explore possible factors, we interviewed two faculty members, eight undergraduate seniors, five graduate students, and four practicing engineers then analyzed the transcribed interviews using a constant comparative method. Participants identified lectures presenting CU along-side mathematical expressions; lectures emphasising purpose and connections; hands-on activities where students have control, receive immediate feedback, or where they have to apply and synthesise concepts; and repetition of concepts across multiple courses as factors that helped build CU. Grades that emphasise procedural knowledge over CU and heavy workloads were noted as hindrances to CU. This paper relates these findings to theories on conceptual understanding and previous results on factors that influence student learning.
{"title":"Instructional factors influencing conceptual understanding of signals and systems","authors":"Caroline Crockett, C. Finelli, H. Powell","doi":"10.1080/03043797.2022.2116562","DOIUrl":"https://doi.org/10.1080/03043797.2022.2116562","url":null,"abstract":"ABSTRACT\u0000 This paper investigates what instructional factors influence conceptual understanding (CU) of signals and systems for senior undergraduate engineering students. Previous results show students in signals and systems courses typically gain little CU, though evidence-based instructional practices, such as active learning, can increase gains in CU. However, few studies consider CU of senior students or other instructional practices that increase CU. To explore possible factors, we interviewed two faculty members, eight undergraduate seniors, five graduate students, and four practicing engineers then analyzed the transcribed interviews using a constant comparative method. Participants identified lectures presenting CU along-side mathematical expressions; lectures emphasising purpose and connections; hands-on activities where students have control, receive immediate feedback, or where they have to apply and synthesise concepts; and repetition of concepts across multiple courses as factors that helped build CU. Grades that emphasise procedural knowledge over CU and heavy workloads were noted as hindrances to CU. This paper relates these findings to theories on conceptual understanding and previous results on factors that influence student learning.","PeriodicalId":47348,"journal":{"name":"European Journal of Engineering Education","volume":"47 1","pages":"1083 - 1102"},"PeriodicalIF":2.3,"publicationDate":"2022-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47268457","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-03DOI: 10.1080/03043797.2022.2119371
D. Jiang, Bettina Dahl, Xiangyun Du
ABSTRACT This study explores how engineering students develop learner agency in an intercultural PBL (problem- and project-based learning) environment, along with the factors that affect their development. Theoretically, learner agency is framed within three interrelated dimensions: intrapersonal, behavioural, and environmental. A narrative inquiry approach is adopted to investigate 11 engineering master’s students’ perceptions of their agency development. The findings reveal 10 elements perceived as ways to develop learner agency of engineering students, namely belief in their own self-efficacy, motivation, global engineering identity, goal-setting, planning, monitoring, reflecting, trust building, team atmosphere, and support from supervisors and institutions. These results also show that different factors affect the building of learner agency for engineering students, such as students’ experiences before undertaking a master’s degree, their level of advancement in the program, the culture of each study program, communication styles, and the composition of the project group.
{"title":"A narrative inquiry into developing learner agency of engineering students in an intercultural PBL environment","authors":"D. Jiang, Bettina Dahl, Xiangyun Du","doi":"10.1080/03043797.2022.2119371","DOIUrl":"https://doi.org/10.1080/03043797.2022.2119371","url":null,"abstract":"ABSTRACT This study explores how engineering students develop learner agency in an intercultural PBL (problem- and project-based learning) environment, along with the factors that affect their development. Theoretically, learner agency is framed within three interrelated dimensions: intrapersonal, behavioural, and environmental. A narrative inquiry approach is adopted to investigate 11 engineering master’s students’ perceptions of their agency development. The findings reveal 10 elements perceived as ways to develop learner agency of engineering students, namely belief in their own self-efficacy, motivation, global engineering identity, goal-setting, planning, monitoring, reflecting, trust building, team atmosphere, and support from supervisors and institutions. These results also show that different factors affect the building of learner agency for engineering students, such as students’ experiences before undertaking a master’s degree, their level of advancement in the program, the culture of each study program, communication styles, and the composition of the project group.","PeriodicalId":47348,"journal":{"name":"European Journal of Engineering Education","volume":"47 1","pages":"1103 - 1121"},"PeriodicalIF":2.3,"publicationDate":"2022-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46270647","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-03DOI: 10.1080/03043797.2022.2117023
Tonje Jin
ABSTRACT Online teaching has come to play an increasingly important role in higher education, especially during the Covid-19 pandemic. Being unable to be on campus with face-to-face teaching can be challenging. This article provides a possible option of how first-year engineering students at NTNU (Norwegian University of Science and Technology) adapt to mastering higher mathematics. The purpose of the research is to see whether a more ‘face to face’ experienced online teaching technological method will have a positive impact on student engagement, as well as exam performance. We refer to this new method as ‘TeachUs’ in this paper for the sake of convenience. This method gives eye contact experience for the students, which has been shown to improve engagement. The surveys of the student groups confirmed the preference of this teaching method as compared to conventional screen sharing methods.
{"title":"Online interactive face-to-face learning in mathematics in engineering education","authors":"Tonje Jin","doi":"10.1080/03043797.2022.2117023","DOIUrl":"https://doi.org/10.1080/03043797.2022.2117023","url":null,"abstract":"ABSTRACT Online teaching has come to play an increasingly important role in higher education, especially during the Covid-19 pandemic. Being unable to be on campus with face-to-face teaching can be challenging. This article provides a possible option of how first-year engineering students at NTNU (Norwegian University of Science and Technology) adapt to mastering higher mathematics. The purpose of the research is to see whether a more ‘face to face’ experienced online teaching technological method will have a positive impact on student engagement, as well as exam performance. We refer to this new method as ‘TeachUs’ in this paper for the sake of convenience. This method gives eye contact experience for the students, which has been shown to improve engagement. The surveys of the student groups confirmed the preference of this teaching method as compared to conventional screen sharing methods.","PeriodicalId":47348,"journal":{"name":"European Journal of Engineering Education","volume":"48 1","pages":"300 - 320"},"PeriodicalIF":2.3,"publicationDate":"2022-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42213984","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-03DOI: 10.1080/03043797.2022.2063109
G. Knight, N. Powell, G. Woods
ABSTRACT Computer Science (CS) degrees have some of the poorest continuation rates across HE. This study describes an intervention within a diverse CS student cohort to identify students who may be at risk of mathematical academic failure and the success of student mentor-led workshops in enhancing these students’ mathematical ability. Diagnostic screening identified 46% (N = 92) of the cohort with low mathematical knowledge, with prior entry qualification being the only significant (p < 0.0001) reason for this gap. These identified students were invited to attend weekly mathematical workshops, with a positive correlation between attendance and attainment and females more likely to attend. The CS students were satisfied with having the mathematical workshops delivered by student mentors. In summary, this combined intervention of screening and mentor-led academic support successfully identified gaps within first-year students’ mathematical knowledge, with the workshops addressing the diversity in mathematical understanding and helping reduce a prior qualification awarding gap.
{"title":"Combining diagnostic testing and student mentorship to increase engagement and progression of first-year computer science students","authors":"G. Knight, N. Powell, G. Woods","doi":"10.1080/03043797.2022.2063109","DOIUrl":"https://doi.org/10.1080/03043797.2022.2063109","url":null,"abstract":"ABSTRACT Computer Science (CS) degrees have some of the poorest continuation rates across HE. This study describes an intervention within a diverse CS student cohort to identify students who may be at risk of mathematical academic failure and the success of student mentor-led workshops in enhancing these students’ mathematical ability. Diagnostic screening identified 46% (N = 92) of the cohort with low mathematical knowledge, with prior entry qualification being the only significant (p < 0.0001) reason for this gap. These identified students were invited to attend weekly mathematical workshops, with a positive correlation between attendance and attainment and females more likely to attend. The CS students were satisfied with having the mathematical workshops delivered by student mentors. In summary, this combined intervention of screening and mentor-led academic support successfully identified gaps within first-year students’ mathematical knowledge, with the workshops addressing the diversity in mathematical understanding and helping reduce a prior qualification awarding gap.","PeriodicalId":47348,"journal":{"name":"European Journal of Engineering Education","volume":"47 1","pages":"712 - 724"},"PeriodicalIF":2.3,"publicationDate":"2022-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47451991","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-01DOI: 10.1080/03043797.2022.2117590
Tea Vellamo
ABSTRACT There is long-lasting horizontal and vertical segregation between female and male academics in technical fields in Finland. This article takes the lack of female academics as its starting point and focuses on a particular case in Finland: the merger of Tampere University of Technology (TUT) and the comprehensive University of Tampere (UTA), two universities which represented opposite ends in the proportion of female academics in Finland. Interviews of female academics in technical fields in the newly merged university allow studying individuals’ gendered academic identity in the context of a changing organisational identification. Identity is chosen as the analytic tool to approach the interplay and disparities from organisational, disciplinary, and individual perspectives. This research demonstrates the significance of gender for disciplinary and organisational identification in technical fields and in the context of a technical university. Taking a gender-neutral approach relates to identifying with technical disciplines and rejecting identification with the new comprehensive merger university. Whereas, with a gender sensitive approach, the new university may offer more possibilities for the female academics to identify with the organisation.
{"title":"Gendered identities in a university merger – female academics’ identifications in technical fields","authors":"Tea Vellamo","doi":"10.1080/03043797.2022.2117590","DOIUrl":"https://doi.org/10.1080/03043797.2022.2117590","url":null,"abstract":"ABSTRACT There is long-lasting horizontal and vertical segregation between female and male academics in technical fields in Finland. This article takes the lack of female academics as its starting point and focuses on a particular case in Finland: the merger of Tampere University of Technology (TUT) and the comprehensive University of Tampere (UTA), two universities which represented opposite ends in the proportion of female academics in Finland. Interviews of female academics in technical fields in the newly merged university allow studying individuals’ gendered academic identity in the context of a changing organisational identification. Identity is chosen as the analytic tool to approach the interplay and disparities from organisational, disciplinary, and individual perspectives. This research demonstrates the significance of gender for disciplinary and organisational identification in technical fields and in the context of a technical university. Taking a gender-neutral approach relates to identifying with technical disciplines and rejecting identification with the new comprehensive merger university. Whereas, with a gender sensitive approach, the new university may offer more possibilities for the female academics to identify with the organisation.","PeriodicalId":47348,"journal":{"name":"European Journal of Engineering Education","volume":"48 1","pages":"267 - 283"},"PeriodicalIF":2.3,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44384432","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-01DOI: 10.1080/03043797.2022.2119122
L. Bosman, Bhavana Kotla, Aasakiran Madamanchi, S. Bartholomew, Vetria L. Byrd
ABSTRACT Artificial intelligence (AI) is a rapidly developing field with growing importance in engineering, mainly as it serves to better understand and manipulate big data. However, the literature is sparse on how to educate engineers on the use of AI applications. For many years, a role-playing simulation known as the ‘Beer Distribution Game' has been a staple of industrial engineering education and an established vehicle for teaching the fundamentals of supply chain management (SCM) technology. The purpose of the study is to suggest an alternative and effective way to introduce AI and web-based games to students. This paper introduces and applies two types of web-based AI-enabled tools in a second-year industrial engineering classroom including OpexAnalytics (a web-based AI-enabled Beer Distribution Game learning module) and CompareAssess (a web-based AI-enabled tool to promote ‘learning by evaluation’). Findings provide evidence of this 5-week web-based AI-enabled learning module's effectiveness in improving student perceptions and learning outcomes related to the intersection between supply chain management and artificial intelligence. The intention for this module was not to sufficiently prepare students for data science and artificial intelligence work assignments; however, this module offers a starting point for further skill development in higher-level coursework.
{"title":"Preparing the future entrepreneurial engineering workforce using web-based AI-enabled tools","authors":"L. Bosman, Bhavana Kotla, Aasakiran Madamanchi, S. Bartholomew, Vetria L. Byrd","doi":"10.1080/03043797.2022.2119122","DOIUrl":"https://doi.org/10.1080/03043797.2022.2119122","url":null,"abstract":"ABSTRACT\u0000 Artificial intelligence (AI) is a rapidly developing field with growing importance in engineering, mainly as it serves to better understand and manipulate big data. However, the literature is sparse on how to educate engineers on the use of AI applications. For many years, a role-playing simulation known as the ‘Beer Distribution Game' has been a staple of industrial engineering education and an established vehicle for teaching the fundamentals of supply chain management (SCM) technology. The purpose of the study is to suggest an alternative and effective way to introduce AI and web-based games to students. This paper introduces and applies two types of web-based AI-enabled tools in a second-year industrial engineering classroom including OpexAnalytics (a web-based AI-enabled Beer Distribution Game learning module) and CompareAssess (a web-based AI-enabled tool to promote ‘learning by evaluation’). Findings provide evidence of this 5-week web-based AI-enabled learning module's effectiveness in improving student perceptions and learning outcomes related to the intersection between supply chain management and artificial intelligence. The intention for this module was not to sufficiently prepare students for data science and artificial intelligence work assignments; however, this module offers a starting point for further skill development in higher-level coursework.","PeriodicalId":47348,"journal":{"name":"European Journal of Engineering Education","volume":"48 1","pages":"972 - 989"},"PeriodicalIF":2.3,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48137201","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-29DOI: 10.1080/03043797.2022.2112553
I. Hunt, Jason Power, Keith Young, Alan Ryan
ABSTRACT This study examines the experiences and impact COVID-19 has had on industry online learners. Exploring initially the term ‘industry learner' and explaining the background to the design of the online modules the learners participated on. The design and delivery of this programme resulted in minimal impacts from the COVID-19 pandemic. The study explores qualitative reports of industry learners’ experiences, and these are analysed using thematic analysis. The findings suggest that the design principle of maximising social interaction, at peer to peer and peer to educator levels, resulted in an enhanced student experience. Group based interactions were recognised by learners as both an occasional source of friction, but also as a valuable proxy for industry leadership roles and workplace group dynamics. This highlights the complex enhancing and inhibiting nature of group-based learning. Implications for further optimisation of online and blended learning environments are explored and associated future research priorities are identified.
{"title":"Optimising industry learners’ online experiences – lessons for a post-pandemic world","authors":"I. Hunt, Jason Power, Keith Young, Alan Ryan","doi":"10.1080/03043797.2022.2112553","DOIUrl":"https://doi.org/10.1080/03043797.2022.2112553","url":null,"abstract":"ABSTRACT This study examines the experiences and impact COVID-19 has had on industry online learners. Exploring initially the term ‘industry learner' and explaining the background to the design of the online modules the learners participated on. The design and delivery of this programme resulted in minimal impacts from the COVID-19 pandemic. The study explores qualitative reports of industry learners’ experiences, and these are analysed using thematic analysis. The findings suggest that the design principle of maximising social interaction, at peer to peer and peer to educator levels, resulted in an enhanced student experience. Group based interactions were recognised by learners as both an occasional source of friction, but also as a valuable proxy for industry leadership roles and workplace group dynamics. This highlights the complex enhancing and inhibiting nature of group-based learning. Implications for further optimisation of online and blended learning environments are explored and associated future research priorities are identified.","PeriodicalId":47348,"journal":{"name":"European Journal of Engineering Education","volume":"48 1","pages":"358 - 373"},"PeriodicalIF":2.3,"publicationDate":"2022-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47353801","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-25DOI: 10.1080/03043797.2022.2115876
K. Wolff, K. Kruger, Robert W. M. Pott, N. de Koker
ABSTRACT Enabling theory-practice bridging in engineering education is essential for developing twenty-first century graduate capabilities. Massification, resource constraints, and technological development have resulted in significant shifts to alternative forms of practical engagement, such as the use of online laboratories, but how do these contribute to learning? Based on three illustrative case studies at a research-intensive institution in the Global South, this paper offers a conceptualisation of the degrees of complexity entailed in multimodal approaches to teaching Fluid Mechanics, Finite Element Analysis and Control Systems at different stages of their respective programmes The paper examines the different levels of abstract-concrete learning when students engage with verbal, symbolic, graphic and physical representational artefacts designed to enable cumulative learning. The conceptual instruments are theoretically and methodologically drawn from Legitimation Code Theory dimensions, which lend themselves to the graphic analysis of knowledge practices. It is suggested that the explicit integration of and shifting between levels of abstraction and complexity with different kinds of technologies enables the kind of cumulative learning necessary to prepare technically-equipped graduates for complex twenty-first century engineering contexts.
{"title":"The conceptual nuances of technology-supported learning in engineering","authors":"K. Wolff, K. Kruger, Robert W. M. Pott, N. de Koker","doi":"10.1080/03043797.2022.2115876","DOIUrl":"https://doi.org/10.1080/03043797.2022.2115876","url":null,"abstract":"ABSTRACT Enabling theory-practice bridging in engineering education is essential for developing twenty-first century graduate capabilities. Massification, resource constraints, and technological development have resulted in significant shifts to alternative forms of practical engagement, such as the use of online laboratories, but how do these contribute to learning? Based on three illustrative case studies at a research-intensive institution in the Global South, this paper offers a conceptualisation of the degrees of complexity entailed in multimodal approaches to teaching Fluid Mechanics, Finite Element Analysis and Control Systems at different stages of their respective programmes The paper examines the different levels of abstract-concrete learning when students engage with verbal, symbolic, graphic and physical representational artefacts designed to enable cumulative learning. The conceptual instruments are theoretically and methodologically drawn from Legitimation Code Theory dimensions, which lend themselves to the graphic analysis of knowledge practices. It is suggested that the explicit integration of and shifting between levels of abstraction and complexity with different kinds of technologies enables the kind of cumulative learning necessary to prepare technically-equipped graduates for complex twenty-first century engineering contexts.","PeriodicalId":47348,"journal":{"name":"European Journal of Engineering Education","volume":"48 1","pages":"802 - 821"},"PeriodicalIF":2.3,"publicationDate":"2022-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48355565","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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