Pub Date : 2023-04-11DOI: 10.1080/03043797.2023.2196940
K. Visscher
This paper presents and evaluates a role-play simulation called ‘ Theatrical Technology Assessment ’ , in which students learn about complex stakeholder dynamics around emerging technologies. This role-play combines insights from Constructive Technology Assessment, improvisational theatre and educational role-play designs. It was implemented in an online setting with bachelor students of an interdisciplinary engineering programme. Based on collected chat conversations and re fl ection reports in seven di ff erent simulations, we qualitatively analysed what students learned about stakeholder dynamics. The study shows that students gained novel and relevant insights regarding stakeholder perspectives on technologies, the e ff ects of uncertainties on decision making, collective stakeholder dynamics, and strategies to steer technology development. Students considered the role-play simulations to be engaging learning experiences. The dual set-up of the role-play, with students as players and co-designers, and the integral use of improvisational theatre are novel elements of educational role-play designs.
{"title":"Experiencing complex stakeholder dynamics around emerging technologies: a role-play simulation","authors":"K. Visscher","doi":"10.1080/03043797.2023.2196940","DOIUrl":"https://doi.org/10.1080/03043797.2023.2196940","url":null,"abstract":"This paper presents and evaluates a role-play simulation called ‘ Theatrical Technology Assessment ’ , in which students learn about complex stakeholder dynamics around emerging technologies. This role-play combines insights from Constructive Technology Assessment, improvisational theatre and educational role-play designs. It was implemented in an online setting with bachelor students of an interdisciplinary engineering programme. Based on collected chat conversations and re fl ection reports in seven di ff erent simulations, we qualitatively analysed what students learned about stakeholder dynamics. The study shows that students gained novel and relevant insights regarding stakeholder perspectives on technologies, the e ff ects of uncertainties on decision making, collective stakeholder dynamics, and strategies to steer technology development. Students considered the role-play simulations to be engaging learning experiences. The dual set-up of the role-play, with students as players and co-designers, and the integral use of improvisational theatre are novel elements of educational role-play designs.","PeriodicalId":47348,"journal":{"name":"European Journal of Engineering Education","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45378458","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 : 2023-04-05DOI: 10.1080/03043797.2023.2194850
M. P. Pereira Pessôa
ABSTRACT Real-world design settings can be complex, ill-structured, open and typically uncertain and/or ambiguous about their goals and solution paths. This study contributes to understanding how to work with these types of problems in a course project setting. The main objective of the study is to identify, propose and validate a set of practical guidelines for dealing with ill-structured, open-problem project assignments in courses that teach design engineering or design development planning. A literature review identifies key practices for proposing the guidelines, which are then validated by intervening in an engineering project management master’s course. The intervention took place during the COVID-19 lockdown restrictions with 12 project groups created from 105 enrolled students. During the validation, qualitative and quantitative feedback was gathered from the students, and the results provide positive evidence for achieving the objective. Key to this outcome was the combination of the self-regulation of learning, co-regulation of learning and socially shared regulation of learning. In this sense, the proposed guidelines look promising for redesigning university courses that deal with open problems, thus enhancing students’ capacity for handling uncertainty and ambiguity.
{"title":"Guidelines for teaching with ill-structured real-world engineering problems: insights from a redesigned engineering project management course","authors":"M. P. Pereira Pessôa","doi":"10.1080/03043797.2023.2194850","DOIUrl":"https://doi.org/10.1080/03043797.2023.2194850","url":null,"abstract":"ABSTRACT Real-world design settings can be complex, ill-structured, open and typically uncertain and/or ambiguous about their goals and solution paths. This study contributes to understanding how to work with these types of problems in a course project setting. The main objective of the study is to identify, propose and validate a set of practical guidelines for dealing with ill-structured, open-problem project assignments in courses that teach design engineering or design development planning. A literature review identifies key practices for proposing the guidelines, which are then validated by intervening in an engineering project management master’s course. The intervention took place during the COVID-19 lockdown restrictions with 12 project groups created from 105 enrolled students. During the validation, qualitative and quantitative feedback was gathered from the students, and the results provide positive evidence for achieving the objective. Key to this outcome was the combination of the self-regulation of learning, co-regulation of learning and socially shared regulation of learning. In this sense, the proposed guidelines look promising for redesigning university courses that deal with open problems, thus enhancing students’ capacity for handling uncertainty and ambiguity.","PeriodicalId":47348,"journal":{"name":"European Journal of Engineering Education","volume":"48 1","pages":"761 - 778"},"PeriodicalIF":2.3,"publicationDate":"2023-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43407504","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 : 2023-04-03DOI: 10.1080/03043797.2023.2194244
S. Rolland, J. W. Jones, G. Bunting
ABSTRACT Year-in-industry schemes provide new or enhanced skills beyond the academic environment, a context for consolidation for the academic skills and a maturity in the approach to subsequent studies. The present work aims to quantify the impact of the year in industry placement scheme on academic outcomes for engineering students according to whether or not they undertake a year in industry. The results show that the gain in grades is notable: +5.7% for students returning from placement to year 3 of a Bachelor. ANOVA tests show that the increase observed is not the result of expected variation. A detailed analysis reviews where in the curriculum, the benefits may be expressed. The analysis shows that the perception that students benefit from skills gained on the year in industry for their third-year project is mainly correct, but confounds causality and correlation. Finally, it is shown that students in lower grade categories prior to the placement benefit most from the year in industry. The year in industry in engineering is demonstrably beneficial to students. Some work remains to be done to define which competences are improved, or whether the gains are individual or quantifiable at the collective level with generalised trends.
{"title":"The impact of a year in industry on academic outcomes in higher education (engineering)","authors":"S. Rolland, J. W. Jones, G. Bunting","doi":"10.1080/03043797.2023.2194244","DOIUrl":"https://doi.org/10.1080/03043797.2023.2194244","url":null,"abstract":"ABSTRACT Year-in-industry schemes provide new or enhanced skills beyond the academic environment, a context for consolidation for the academic skills and a maturity in the approach to subsequent studies. The present work aims to quantify the impact of the year in industry placement scheme on academic outcomes for engineering students according to whether or not they undertake a year in industry. The results show that the gain in grades is notable: +5.7% for students returning from placement to year 3 of a Bachelor. ANOVA tests show that the increase observed is not the result of expected variation. A detailed analysis reviews where in the curriculum, the benefits may be expressed. The analysis shows that the perception that students benefit from skills gained on the year in industry for their third-year project is mainly correct, but confounds causality and correlation. Finally, it is shown that students in lower grade categories prior to the placement benefit most from the year in industry. The year in industry in engineering is demonstrably beneficial to students. Some work remains to be done to define which competences are improved, or whether the gains are individual or quantifiable at the collective level with generalised trends.","PeriodicalId":47348,"journal":{"name":"European Journal of Engineering Education","volume":"48 1","pages":"747 - 760"},"PeriodicalIF":2.3,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46917848","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 : 2023-04-03DOI: 10.1080/03043797.2023.2195809
Tatiana Gesteira de Almeida Ferraz, Camila de Sousa Pereira-Guizzo
ABSTRACT Past research has shown that assessments of engineering students’ transferable skills have not been properly investigated or incorporated into the practices of higher education institutions. This study addressed this gap by proposing a System for Assessing Engineering Students’ Transferable Skills (SACTEE, in Portuguese), which includes scales for assessment by self, peers, and teachers. The study also sought to provide evidence of the scale’s content validity, internal consistency, and replicability. A total of 147 students, 23 professors, and 8 representatives of the academic management staff participated on the study to assure the scales’ content validity and internal consistency. Two confirmatory focus groups with 15 representatives from public and private HEIs in Brazil analysed the usefulness and replicability of the system. The results demonstrated the preliminary psychometric quality of the instruments and the replicability of the SACTEE, thus contributing to engineering education research field and to assessing and developing studentś transferable skills.
{"title":"Developing a system for assessing engineering students’ transferable skills: evidence for the content validity and replicability of the scales","authors":"Tatiana Gesteira de Almeida Ferraz, Camila de Sousa Pereira-Guizzo","doi":"10.1080/03043797.2023.2195809","DOIUrl":"https://doi.org/10.1080/03043797.2023.2195809","url":null,"abstract":"ABSTRACT Past research has shown that assessments of engineering students’ transferable skills have not been properly investigated or incorporated into the practices of higher education institutions. This study addressed this gap by proposing a System for Assessing Engineering Students’ Transferable Skills (SACTEE, in Portuguese), which includes scales for assessment by self, peers, and teachers. The study also sought to provide evidence of the scale’s content validity, internal consistency, and replicability. A total of 147 students, 23 professors, and 8 representatives of the academic management staff participated on the study to assure the scales’ content validity and internal consistency. Two confirmatory focus groups with 15 representatives from public and private HEIs in Brazil analysed the usefulness and replicability of the system. The results demonstrated the preliminary psychometric quality of the instruments and the replicability of the SACTEE, thus contributing to engineering education research field and to assessing and developing studentś transferable skills.","PeriodicalId":47348,"journal":{"name":"European Journal of Engineering Education","volume":"48 1","pages":"667 - 681"},"PeriodicalIF":2.3,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43225654","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 : 2023-03-28DOI: 10.1080/03043797.2023.2193552
Kristian Aga
ABSTRACT Research indicates that active learning and Active Learning Spaces (ALSs) may improve student learning. Four teachers in mathematics and statistics at a Norwegian university are examined as they transition to ALSs. The teachers’ experiences were analyzed using grounded theory which resulted in the three categories presenting what the teachers perceived as significant challenges to overcome when transitioning to the ALSs. The three categories are Engaging Students, Building Student Relations, and Developing Teaching Strategies. These categories were examined for how the teachers addressed the challenges and their motivation for using ALSs. The teachers felt it was necessary to handle all three categories well to benefit from the ALSs, further motivating active learning and ALS use. However, poor handling of the challenges reduced the teachers’ motivation. This study was guided by action research and is part of a more extensive study that looked at the student perspective.
{"title":"Challenges and motivation for teachers transitioning to active learning spaces","authors":"Kristian Aga","doi":"10.1080/03043797.2023.2193552","DOIUrl":"https://doi.org/10.1080/03043797.2023.2193552","url":null,"abstract":"ABSTRACT Research indicates that active learning and Active Learning Spaces (ALSs) may improve student learning. Four teachers in mathematics and statistics at a Norwegian university are examined as they transition to ALSs. The teachers’ experiences were analyzed using grounded theory which resulted in the three categories presenting what the teachers perceived as significant challenges to overcome when transitioning to the ALSs. The three categories are Engaging Students, Building Student Relations, and Developing Teaching Strategies. These categories were examined for how the teachers addressed the challenges and their motivation for using ALSs. The teachers felt it was necessary to handle all three categories well to benefit from the ALSs, further motivating active learning and ALS use. However, poor handling of the challenges reduced the teachers’ motivation. This study was guided by action research and is part of a more extensive study that looked at the student perspective.","PeriodicalId":47348,"journal":{"name":"European Journal of Engineering Education","volume":"48 1","pages":"724 - 746"},"PeriodicalIF":2.3,"publicationDate":"2023-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42579753","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 : 2023-03-26DOI: 10.1080/03043797.2023.2182184
K. Boettcher, C. Terkowsky, M. Schade, D. Brandner, S. Grünendahl, B. Pasaliu
ABSTRACT A newly-developed online laboratory experiment in immersive virtual reality (VR) is used for process engineering students. A digital twin (DT) of a jet pump was realised using the game engine Unreal Engine 4. The chance was taken for an instructional redesign deviating from the conventional cookbook-experiment to better integrate the changing competence demands of the working world 4.0 (W4.0). A real-world scenario (RWS) is used to address the sometimes-vague problem-solving assignments of W4.0: the students found themselves in an ambiguous situation which must be cleared and resolved constructively and autonomously by them. The RWS was evaluated by triangulating qualitative and quantitative methods. Firstly, its Constructive Alignment was evaluated, i.e. whether the intended learning outcomes to be achieved through the novel teaching and learning activities were reflected in the assessment tasks, too. Secondly, students were surveyed regarding their attitudes towards such new forms of laboratory learning. The results show that even if the students initially seem overwhelmed by the unfamiliar type of assignment, they are nevertheless able to solve the work-related engineering problem – at least with varying degrees of assistance from a fictional immediate superior. The students appreciate the opportunity to think creatively and independently develop solutions to the assignment.
{"title":"Developing a real-world scenario to foster learning and working 4.0 – on using a digital twin of a jet pump experiment in process engineering laboratory education","authors":"K. Boettcher, C. Terkowsky, M. Schade, D. Brandner, S. Grünendahl, B. Pasaliu","doi":"10.1080/03043797.2023.2182184","DOIUrl":"https://doi.org/10.1080/03043797.2023.2182184","url":null,"abstract":"ABSTRACT A newly-developed online laboratory experiment in immersive virtual reality (VR) is used for process engineering students. A digital twin (DT) of a jet pump was realised using the game engine Unreal Engine 4. The chance was taken for an instructional redesign deviating from the conventional cookbook-experiment to better integrate the changing competence demands of the working world 4.0 (W4.0). A real-world scenario (RWS) is used to address the sometimes-vague problem-solving assignments of W4.0: the students found themselves in an ambiguous situation which must be cleared and resolved constructively and autonomously by them. The RWS was evaluated by triangulating qualitative and quantitative methods. Firstly, its Constructive Alignment was evaluated, i.e. whether the intended learning outcomes to be achieved through the novel teaching and learning activities were reflected in the assessment tasks, too. Secondly, students were surveyed regarding their attitudes towards such new forms of laboratory learning. The results show that even if the students initially seem overwhelmed by the unfamiliar type of assignment, they are nevertheless able to solve the work-related engineering problem – at least with varying degrees of assistance from a fictional immediate superior. The students appreciate the opportunity to think creatively and independently develop solutions to the assignment.","PeriodicalId":47348,"journal":{"name":"European Journal of Engineering Education","volume":"48 1","pages":"949 - 971"},"PeriodicalIF":2.3,"publicationDate":"2023-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48051211","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 : 2023-03-22DOI: 10.1080/03043797.2023.2169106
Eva Jacobs, Oliver Garbrecht, R. Kneer, W. Rohlfs
There is a lack of research on how game-based learning apps should be designed for engineering education. This paper addresses two research questions: What do engineering students expect from a learning app? Which educational approach and learning app design can meet these requirements? A survey revealed the particular demands of engineering students when using learning apps. They prefer apps that promote transfer of learning. They value a diversified game environment that leaves room for self-determined decisions. They want to use learning apps during five-minute breaks or on-the-go. Social interaction is only of minor importance. Concrete design and content guidelines are derived. Perceptual learning is an appropriate educational approach to meet the requirements. Two universally applicable task types for engineering education are discussed. A case study was conducted to investigate their use in practice. Following the guidelines, an app for heat-and-mass-transfer was generated and its impact on teaching was evaluated. Students considered that their requirements were met. This is reflected in the usage statistics: During one semester, 545 different students played a total of 27,350 games. As a measure of learning progress, the average score per game almost tripled. Apps that follow the guidelines have the potential to become well-accepted learning tools.
{"title":"Game-based learning apps in engineering education: requirements, design and reception among students","authors":"Eva Jacobs, Oliver Garbrecht, R. Kneer, W. Rohlfs","doi":"10.1080/03043797.2023.2169106","DOIUrl":"https://doi.org/10.1080/03043797.2023.2169106","url":null,"abstract":"There is a lack of research on how game-based learning apps should be designed for engineering education. This paper addresses two research questions: What do engineering students expect from a learning app? Which educational approach and learning app design can meet these requirements? A survey revealed the particular demands of engineering students when using learning apps. They prefer apps that promote transfer of learning. They value a diversified game environment that leaves room for self-determined decisions. They want to use learning apps during five-minute breaks or on-the-go. Social interaction is only of minor importance. Concrete design and content guidelines are derived. Perceptual learning is an appropriate educational approach to meet the requirements. Two universally applicable task types for engineering education are discussed. A case study was conducted to investigate their use in practice. Following the guidelines, an app for heat-and-mass-transfer was generated and its impact on teaching was evaluated. Students considered that their requirements were met. This is reflected in the usage statistics: During one semester, 545 different students played a total of 27,350 games. As a measure of learning progress, the average score per game almost tripled. Apps that follow the guidelines have the potential to become well-accepted learning tools.","PeriodicalId":47348,"journal":{"name":"European Journal of Engineering Education","volume":"48 1","pages":"448 - 481"},"PeriodicalIF":2.3,"publicationDate":"2023-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42417529","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 : 2023-03-16DOI: 10.1080/03043797.2023.2185126
Xiaoqi Feng, S. Ylirisku, E. Kähkönen, H. Niemi, Katja Hölttä-Otto
ABSTRACT Engineering education has become increasingly multidisciplinary in order to prepare future experts to transcend disciplinary boundaries and to co-construct solutions to solve grand challenges. However, faculty members’ perspectives and experiences have been largely ignored in the literature. To understand and support faculty members, the present study investigated faculty members’ conceptualisations of multi-, inter-, and transdisciplinary education. We conducted semi-structured interviews with 13 faculty members from engineering, business, art and design with varied experiences with multidisciplinary teaching, course design, and programme management. We found that while some faculty members conceptualised multidisciplinary education as an encompassing concept, most used disciplinary integration to distinguish multi-, inter-, and transdisciplinary education. However, their conceptualisations of the differences between multi-, inter-, and transdisciplinary education were nuanced. Summarising the perceived nuances in different aspects of course design, we propose a typology to demonstrate the variety of types in faculty members’ course design. By identifying the diversity and complexities of faculty members’ conceptualisations, this study attempts to help faculty members achieve an in-depth understanding of their conceptualisations and practices, as well as support engineering educators in designing courses with disciplinary integration.
{"title":"Multidisciplinary education through faculty members’ conceptualisations of and experiences in engineering education","authors":"Xiaoqi Feng, S. Ylirisku, E. Kähkönen, H. Niemi, Katja Hölttä-Otto","doi":"10.1080/03043797.2023.2185126","DOIUrl":"https://doi.org/10.1080/03043797.2023.2185126","url":null,"abstract":"ABSTRACT Engineering education has become increasingly multidisciplinary in order to prepare future experts to transcend disciplinary boundaries and to co-construct solutions to solve grand challenges. However, faculty members’ perspectives and experiences have been largely ignored in the literature. To understand and support faculty members, the present study investigated faculty members’ conceptualisations of multi-, inter-, and transdisciplinary education. We conducted semi-structured interviews with 13 faculty members from engineering, business, art and design with varied experiences with multidisciplinary teaching, course design, and programme management. We found that while some faculty members conceptualised multidisciplinary education as an encompassing concept, most used disciplinary integration to distinguish multi-, inter-, and transdisciplinary education. However, their conceptualisations of the differences between multi-, inter-, and transdisciplinary education were nuanced. Summarising the perceived nuances in different aspects of course design, we propose a typology to demonstrate the variety of types in faculty members’ course design. By identifying the diversity and complexities of faculty members’ conceptualisations, this study attempts to help faculty members achieve an in-depth understanding of their conceptualisations and practices, as well as support engineering educators in designing courses with disciplinary integration.","PeriodicalId":47348,"journal":{"name":"European Journal of Engineering Education","volume":"48 1","pages":"707 - 723"},"PeriodicalIF":2.3,"publicationDate":"2023-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48079140","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 : 2023-03-08DOI: 10.1080/03043797.2023.2185769
J. Power, David Tanner
ABSTRACT Self and peer assessments have been identified as effective strategies to develop a deeper understanding of complex concepts, enhance meta-cognitive capacity, and support learner self-efficacy. This study examines data related to peer and self-assessment exercises completed within a university engineering programme (n=61). Data related to peer-assessment scores, self-assessment scores, and expert assessor scores are analysed. Quality of feedback generated during the peer assessment activity is also considered. An open data set is included within the manuscript and hosted on the Open Science Framework. The results of this study suggest relatively high peer-assessment reliability when compared to expert assessments, although peer scoring tends to be consistently overestimated. In contrast, self-assessment scores demonstrate relatively low reliability when compared with expert assessor scores. The quality of feedback provided during the peer assessment exercise demonstrated a strong relationship with student performance. Recommendations for further refinement and implementation with larger cohorts are discussed.
{"title":"Peer assessment, self-assessment, and resultant feedback: an examination of feasibility and reliability","authors":"J. Power, David Tanner","doi":"10.1080/03043797.2023.2185769","DOIUrl":"https://doi.org/10.1080/03043797.2023.2185769","url":null,"abstract":"ABSTRACT Self and peer assessments have been identified as effective strategies to develop a deeper understanding of complex concepts, enhance meta-cognitive capacity, and support learner self-efficacy. This study examines data related to peer and self-assessment exercises completed within a university engineering programme (n=61). Data related to peer-assessment scores, self-assessment scores, and expert assessor scores are analysed. Quality of feedback generated during the peer assessment activity is also considered. An open data set is included within the manuscript and hosted on the Open Science Framework. The results of this study suggest relatively high peer-assessment reliability when compared to expert assessments, although peer scoring tends to be consistently overestimated. In contrast, self-assessment scores demonstrate relatively low reliability when compared with expert assessor scores. The quality of feedback provided during the peer assessment exercise demonstrated a strong relationship with student performance. Recommendations for further refinement and implementation with larger cohorts are discussed.","PeriodicalId":47348,"journal":{"name":"European Journal of Engineering Education","volume":"48 1","pages":"615 - 628"},"PeriodicalIF":2.3,"publicationDate":"2023-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42133957","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 : 2023-03-04DOI: 10.1080/03043797.2023.2185501
Kurt Coppens, L. Van den Broeck, N. Winstone, G. Langie
ABSTRACT First-year university students are confronted with a different culture of feedback than they were used to in secondary education. Since the emphasis at university is mainly on independent learning, students need to fulfil the role of a self-regulated learner and need to develop feedback literacy to make use of the multitude of feedback opportunities. In this study, reflective logs were used to capture first-year engineering students’ most impactful feedback experiences. It was demonstrated that reflective logs are a valuable instrument to provide insight into students’ feedback literacy. Moreover, a significant association between the reflection level and the presence of the different feedback literacy characteristics was found. Although most of the students acknowledge the basic understandings of feedback, only about half of the reflective logs point to a more advanced use of feedback opportunities. The lack of some specific characteristics suggest that students behold a teacher-centred view of feedback. Therefore, it is important to explicitly introduce them to the contemporary learner-centred definitions of feedback so that they can recognise the variety of feedback opportunities. The study further endorses that developing reflective skills can be an important precursor to feedback literacy.
{"title":"Capturing student feedback literacy using reflective logs","authors":"Kurt Coppens, L. Van den Broeck, N. Winstone, G. Langie","doi":"10.1080/03043797.2023.2185501","DOIUrl":"https://doi.org/10.1080/03043797.2023.2185501","url":null,"abstract":"ABSTRACT First-year university students are confronted with a different culture of feedback than they were used to in secondary education. Since the emphasis at university is mainly on independent learning, students need to fulfil the role of a self-regulated learner and need to develop feedback literacy to make use of the multitude of feedback opportunities. In this study, reflective logs were used to capture first-year engineering students’ most impactful feedback experiences. It was demonstrated that reflective logs are a valuable instrument to provide insight into students’ feedback literacy. Moreover, a significant association between the reflection level and the presence of the different feedback literacy characteristics was found. Although most of the students acknowledge the basic understandings of feedback, only about half of the reflective logs point to a more advanced use of feedback opportunities. The lack of some specific characteristics suggest that students behold a teacher-centred view of feedback. Therefore, it is important to explicitly introduce them to the contemporary learner-centred definitions of feedback so that they can recognise the variety of feedback opportunities. The study further endorses that developing reflective skills can be an important precursor to feedback literacy.","PeriodicalId":47348,"journal":{"name":"European Journal of Engineering Education","volume":"48 1","pages":"653 - 666"},"PeriodicalIF":2.3,"publicationDate":"2023-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43048035","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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