Pub Date : 2023-03-04DOI: 10.1080/03043797.2022.2093168
C. Udeozor, R. Toyoda, Fernando Russo Abegão, J. Glassey
ABSTRACT The application of digital games in higher education is on the rise in engineering. With the recent COVID-19 restrictions and the move to virtual learning, the interest in and the need for virtual laboratories and technology-enhanced experiential learning tools like digital games are expected to rise. This paper presents a review of the current practices in digital game-based learning for engineering education. Most importantly, it provides insight into the application of digital game-based learning across diverse engineering disciplines. It also provides researchers and practitioners with insights into relevant journals and conferences, available games, research designs and assessment methods being used in digital game-based learning in the context of engineering. Based on predefined inclusion criteria, a total of 51 articles published within the last decade were analysed in detail. Software engineering education was found to evaluate the educational use of games most extensively. Eighteen empirical studies also reported some learning gains with digital games using different assessment methods. The findings of this review indicate increase in the dissemination of games research and possibly in the use of games for engineering education. This paper closes by highlighting future trends in digital game-based learning for engineering education.
{"title":"Digital games in engineering education: systematic review and future trends","authors":"C. Udeozor, R. Toyoda, Fernando Russo Abegão, J. Glassey","doi":"10.1080/03043797.2022.2093168","DOIUrl":"https://doi.org/10.1080/03043797.2022.2093168","url":null,"abstract":"ABSTRACT The application of digital games in higher education is on the rise in engineering. With the recent COVID-19 restrictions and the move to virtual learning, the interest in and the need for virtual laboratories and technology-enhanced experiential learning tools like digital games are expected to rise. This paper presents a review of the current practices in digital game-based learning for engineering education. Most importantly, it provides insight into the application of digital game-based learning across diverse engineering disciplines. It also provides researchers and practitioners with insights into relevant journals and conferences, available games, research designs and assessment methods being used in digital game-based learning in the context of engineering. Based on predefined inclusion criteria, a total of 51 articles published within the last decade were analysed in detail. Software engineering education was found to evaluate the educational use of games most extensively. Eighteen empirical studies also reported some learning gains with digital games using different assessment methods. The findings of this review indicate increase in the dissemination of games research and possibly in the use of games for engineering education. This paper closes by highlighting future trends in digital game-based learning for engineering education.","PeriodicalId":47348,"journal":{"name":"European Journal of Engineering Education","volume":"48 1","pages":"321 - 339"},"PeriodicalIF":2.3,"publicationDate":"2023-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42026590","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 : 2023-02-18DOI: 10.1080/03043797.2023.2179913
A. Winkens, C. Leicht-Scholten
ABSTRACT Climate change increases the risk of natural disasters, which requires the design of sustainable and resilient infrastructure. This implies a need to enable engineering students to deal with highly complex problems and uncertainty. These competencies refer to the concept of resilience, describing the ability of a system to adapt to threatening events and to learn from failure. In this study, we investigated if and if so, how far resilience-related competencies are addressed within engineering study programs. Based on a content analysis, the learning outcomes from 48 study programs of five leading technical universities in Europe were analysed. The results indicate a lack of both resilience-related competencies within engineering programs and a consistent implementation of learning outcomes within the European Higher Education Area. Accordingly, future engineering professionals need to be more extensively educated to design resilient systems and higher education institutions need to purposefully embed these abilities in their study programs.
{"title":"Competencies for designing resilient systems in engineering education – a content analysis of selected study programs of five European technical universities","authors":"A. Winkens, C. Leicht-Scholten","doi":"10.1080/03043797.2023.2179913","DOIUrl":"https://doi.org/10.1080/03043797.2023.2179913","url":null,"abstract":"ABSTRACT Climate change increases the risk of natural disasters, which requires the design of sustainable and resilient infrastructure. This implies a need to enable engineering students to deal with highly complex problems and uncertainty. These competencies refer to the concept of resilience, describing the ability of a system to adapt to threatening events and to learn from failure. In this study, we investigated if and if so, how far resilience-related competencies are addressed within engineering study programs. Based on a content analysis, the learning outcomes from 48 study programs of five leading technical universities in Europe were analysed. The results indicate a lack of both resilience-related competencies within engineering programs and a consistent implementation of learning outcomes within the European Higher Education Area. Accordingly, future engineering professionals need to be more extensively educated to design resilient systems and higher education institutions need to purposefully embed these abilities in their study programs.","PeriodicalId":47348,"journal":{"name":"European Journal of Engineering Education","volume":"48 1","pages":"682 - 706"},"PeriodicalIF":2.3,"publicationDate":"2023-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43898326","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 : 2023-02-11DOI: 10.1080/03043797.2023.2175199
Debarati Basu, V. Lohani
ABSTRACT In this study, we investigated students’ learning outcomes and engagement with an online laboratory called Online Watershed Learning System (OWLS) employed within a classroom and explored the relationship between learning outcome and engagement. The OWLS is the web interface for a real-time environmental monitoring system and integrates a user-tracking system to track students’ interactions. We conducted a pre-experimental quantitative research study in a third-year Civil and Environmental Engineering course. We assessed students’ performance and perception of their learning, behavioural engagement, and their perception of engagement attributes in the context of environmental monitoring. Examples of key findings include: OWLS is effective in helping attain learning outcomes related to environmental monitoring, the order of assessment questions can impact students’ performance but not their engagement, and students’ performance is inversely related to the number of clicks they used to complete an OWLS-based task. The study informs the effective design of online laboratories and leverages online laboratories-based education.
{"title":"Learning and engagement with an online laboratory for environmental monitoring education","authors":"Debarati Basu, V. Lohani","doi":"10.1080/03043797.2023.2175199","DOIUrl":"https://doi.org/10.1080/03043797.2023.2175199","url":null,"abstract":"ABSTRACT In this study, we investigated students’ learning outcomes and engagement with an online laboratory called Online Watershed Learning System (OWLS) employed within a classroom and explored the relationship between learning outcome and engagement. The OWLS is the web interface for a real-time environmental monitoring system and integrates a user-tracking system to track students’ interactions. We conducted a pre-experimental quantitative research study in a third-year Civil and Environmental Engineering course. We assessed students’ performance and perception of their learning, behavioural engagement, and their perception of engagement attributes in the context of environmental monitoring. Examples of key findings include: OWLS is effective in helping attain learning outcomes related to environmental monitoring, the order of assessment questions can impact students’ performance but not their engagement, and students’ performance is inversely related to the number of clicks they used to complete an OWLS-based task. The study informs the effective design of online laboratories and leverages online laboratories-based education.","PeriodicalId":47348,"journal":{"name":"European Journal of Engineering Education","volume":"48 1","pages":"861 - 879"},"PeriodicalIF":2.3,"publicationDate":"2023-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59341160","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 : 2023-02-11DOI: 10.1080/03043797.2023.2176742
Antonio Delgado, E. Justo, Domenico Terranova, J. Cascales
ABSTRACT What difficulties do architecture students encounter in the structural design for their final master project? How do they address these difficulties? This paper presents the topic and focuses on these two research questions by examining the students’ experience, using thematic analysis with a qualitative approach. We obtained the data through surveys administered to architecture students during their final master project. The results show 11 categories of students’ difficulties in designing the structure. The five most frequent are integration between structure and architecture, pre-sizing, long spans, complex geometries and floor systems. To deal with their difficulties, the students employed seven strategies, which we have grouped into three components: documentary, social and experimental. We found that the final master project students participating in our study possessed and practiced the following skills: self-directed learning, constructive investigation with problem-solving skills and positive social interaction. This study can help instructors understand the difficulties faced by the students learning structural design in the context of real world, authentic projects. Our findings confirm the positive effects of social learning, analogical thinking and design alternatives for structural design education.
{"title":"Students’ difficulties and remedies with the structural design for their final master project","authors":"Antonio Delgado, E. Justo, Domenico Terranova, J. Cascales","doi":"10.1080/03043797.2023.2176742","DOIUrl":"https://doi.org/10.1080/03043797.2023.2176742","url":null,"abstract":"ABSTRACT What difficulties do architecture students encounter in the structural design for their final master project? How do they address these difficulties? This paper presents the topic and focuses on these two research questions by examining the students’ experience, using thematic analysis with a qualitative approach. We obtained the data through surveys administered to architecture students during their final master project. The results show 11 categories of students’ difficulties in designing the structure. The five most frequent are integration between structure and architecture, pre-sizing, long spans, complex geometries and floor systems. To deal with their difficulties, the students employed seven strategies, which we have grouped into three components: documentary, social and experimental. We found that the final master project students participating in our study possessed and practiced the following skills: self-directed learning, constructive investigation with problem-solving skills and positive social interaction. This study can help instructors understand the difficulties faced by the students learning structural design in the context of real world, authentic projects. Our findings confirm the positive effects of social learning, analogical thinking and design alternatives for structural design education.","PeriodicalId":47348,"journal":{"name":"European Journal of Engineering Education","volume":"48 1","pages":"518 - 537"},"PeriodicalIF":2.3,"publicationDate":"2023-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41866828","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 : 2023-02-06DOI: 10.1080/03043797.2023.2173558
D. Uzunidis, G. Pagiatakis
ABSTRACT The paper describes the design and implementation of a virtual lab for on-line lab training on optical communications, part of the ‘Optical Communications’ course offered at the Dept. of Electrical & Electronic Engineering Educators, School of Pedagogical & Technological Education (ASPETE), Athens, Greece. The virtual lab is based on the OptiSystem 16 software tool while the on-line component was implemented by using the MS-Teams tool of MS-Office. The lab includes a synchronous and an asynchronous part. Since the virtual lab was offered for the first time, students’ response was evaluated on the basis of the submitted lab reports to allow for proper corrective actions during the subsequent academic year. Results were encouraging in that 79% of the students achieved a passing grade, however, 60% of students either failed or attained a low passing grade, which leaves room for improvement. Further analysis revealed a lack of a proper background in mathematics, physics and essential signal quantities. Future actions will include an investigation of the optimum combination between the physical and the simulation lab, development of short notes and multiple-choice questions, a closer association between the lab work and relevant small tasks/projects and a more systematic feedback process.
{"title":"Design and implementation of a virtual on-line lab on optical communications","authors":"D. Uzunidis, G. Pagiatakis","doi":"10.1080/03043797.2023.2173558","DOIUrl":"https://doi.org/10.1080/03043797.2023.2173558","url":null,"abstract":"ABSTRACT The paper describes the design and implementation of a virtual lab for on-line lab training on optical communications, part of the ‘Optical Communications’ course offered at the Dept. of Electrical & Electronic Engineering Educators, School of Pedagogical & Technological Education (ASPETE), Athens, Greece. The virtual lab is based on the OptiSystem 16 software tool while the on-line component was implemented by using the MS-Teams tool of MS-Office. The lab includes a synchronous and an asynchronous part. Since the virtual lab was offered for the first time, students’ response was evaluated on the basis of the submitted lab reports to allow for proper corrective actions during the subsequent academic year. Results were encouraging in that 79% of the students achieved a passing grade, however, 60% of students either failed or attained a low passing grade, which leaves room for improvement. Further analysis revealed a lack of a proper background in mathematics, physics and essential signal quantities. Future actions will include an investigation of the optimum combination between the physical and the simulation lab, development of short notes and multiple-choice questions, a closer association between the lab work and relevant small tasks/projects and a more systematic feedback process.","PeriodicalId":47348,"journal":{"name":"European Journal of Engineering Education","volume":"48 1","pages":"913 - 928"},"PeriodicalIF":2.3,"publicationDate":"2023-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48780162","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 : 2023-02-06DOI: 10.1080/03043797.2023.2171852
A. Winkens, C. Leicht-Scholten
ABSTRACT Future engineering professionals have to deal with increasing complexity and uncertainty, as global challenges, such as climate change, globalisation and digitalisation, require creative, innovative solutions and interdisciplinary perspectives. Accordingly, engineering graduates have to be prepared to deal with those kinds of problems at different levels. Coping with uncertain and highly complex problems as well as learning from them is referred to as resilience. However, it is not well understood how and to what concern resilience is discussed in engineering education. Therefore, this systematic literature review aims to clarify meanings, definitions and applications of resilience within engineering education. We reviewed 67 research articles and found that resilience in engineering education is either linked to engineering students as a personal attribute or to systems, in this case describing a teaching content. Moreover, the concept of resilience was seldomly defined and explained, indicating that future research should put greater emphasis on doing so.
{"title":"Does engineering education research address resilience and if so, how? – a systematic literature review","authors":"A. Winkens, C. Leicht-Scholten","doi":"10.1080/03043797.2023.2171852","DOIUrl":"https://doi.org/10.1080/03043797.2023.2171852","url":null,"abstract":"ABSTRACT Future engineering professionals have to deal with increasing complexity and uncertainty, as global challenges, such as climate change, globalisation and digitalisation, require creative, innovative solutions and interdisciplinary perspectives. Accordingly, engineering graduates have to be prepared to deal with those kinds of problems at different levels. Coping with uncertain and highly complex problems as well as learning from them is referred to as resilience. However, it is not well understood how and to what concern resilience is discussed in engineering education. Therefore, this systematic literature review aims to clarify meanings, definitions and applications of resilience within engineering education. We reviewed 67 research articles and found that resilience in engineering education is either linked to engineering students as a personal attribute or to systems, in this case describing a teaching content. Moreover, the concept of resilience was seldomly defined and explained, indicating that future research should put greater emphasis on doing so.","PeriodicalId":47348,"journal":{"name":"European Journal of Engineering Education","volume":"48 1","pages":"221 - 239"},"PeriodicalIF":2.3,"publicationDate":"2023-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43534964","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 : 2023-02-03DOI: 10.1080/03043797.2023.2171853
Marie Chédru, C. Delhoume
ABSTRACT We investigated the development of intercultural competence (IC) among engineering students participating in an international study program (GoLaSalle). IC was measured using the Multicultural Personality Questionnaire (MPQ) by Van der Zee and Van Oudenhoven (2001), and the Expanded Cultural Intelligence Scale (E-CQS) by Van Dyne et al. (2012). Data were collected from 293 French engineering students before and after participating in the semester abroad. In line with previous studies, we found that study abroad plays a central role in the acquisition and development of IC. However, such IC development differs across dimensions and gender. While almost all women’s IC dimensions gained from studying abroad, men’s IC showed less malleability. Our results demonstrate the value of integrating a study abroad semester into the curriculum of engineering students. We discuss ways in which students’ IC could be further improved.
摘要:我们调查了参加国际学习项目(GoLaSalle)的工科学生的跨文化能力(IC)的发展。IC采用Van der Zee和Van Oudenhoven(2001)的多元文化人格问卷(MPQ)和Van Dyne等人(2012)的扩展文化智力量表(E-CQS)进行测量。数据收集了293名法国工程专业学生在参加海外学期前后的数据。与之前的研究一致，我们发现海外留学在集成电路的获取和发展中起着核心作用。然而，这种集成电路的发展在不同维度和性别之间存在差异。几乎所有女性的智商都是在留学期间获得的，而男性的智商则表现出较低的可塑性。我们的研究结果证明了将出国留学学期纳入工程专业学生课程的价值。我们讨论了如何进一步提高学生的智能。
{"title":"How does studying abroad affect engineering students' intercultural competence: A longitudinal case study","authors":"Marie Chédru, C. Delhoume","doi":"10.1080/03043797.2023.2171853","DOIUrl":"https://doi.org/10.1080/03043797.2023.2171853","url":null,"abstract":"ABSTRACT\u0000 We investigated the development of intercultural competence (IC) among engineering students participating in an international study program (GoLaSalle). IC was measured using the Multicultural Personality Questionnaire (MPQ) by Van der Zee and Van Oudenhoven (2001), and the Expanded Cultural Intelligence Scale (E-CQS) by Van Dyne et al. (2012). Data were collected from 293 French engineering students before and after participating in the semester abroad. In line with previous studies, we found that study abroad plays a central role in the acquisition and development of IC. However, such IC development differs across dimensions and gender. While almost all women’s IC dimensions gained from studying abroad, men’s IC showed less malleability. Our results demonstrate the value of integrating a study abroad semester into the curriculum of engineering students. We discuss ways in which students’ IC could be further improved.","PeriodicalId":47348,"journal":{"name":"European Journal of Engineering Education","volume":"48 1","pages":"375 - 390"},"PeriodicalIF":2.3,"publicationDate":"2023-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47844622","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 : 2023-02-03DOI: 10.1080/03043797.2023.2171854
R. Tormey, Marc Laperrouza
ABSTRACT Professional skills of project planning, risk analysis, ethical design, communication, and working in interprofessional teams are now recognised as core engineering skills. Frequently, they are addressed in engineering education through team projects. However, these skills can be difficult for students to learn as they are often not well defined (making it difficult for students to know where to focus their attention), and team projects often lack the reflective opportunities required for their development. This paper describes the development and validation of the Interprofessional Project Management Questionnaire (IPMQ) which has been designed for use in engineering education to provide a tool for reflection on, and clarification of, the learning goals related to these skills. Two studies to assess the reliability and validity of the IPMQ are reported. The instrument shows good validity and reliability in both French and English and as such is suitable for use with students. It is also suitable for research in engineering education and for providing feedback to faculty on student learning of professional skills in team projects. Suggestions on the use of the tool to enable the kinds of reflection that will help students to learn these skills are provided.
{"title":"The development, validation and use of an interprofessional project management questionnaire in engineering education","authors":"R. Tormey, Marc Laperrouza","doi":"10.1080/03043797.2023.2171854","DOIUrl":"https://doi.org/10.1080/03043797.2023.2171854","url":null,"abstract":"ABSTRACT Professional skills of project planning, risk analysis, ethical design, communication, and working in interprofessional teams are now recognised as core engineering skills. Frequently, they are addressed in engineering education through team projects. However, these skills can be difficult for students to learn as they are often not well defined (making it difficult for students to know where to focus their attention), and team projects often lack the reflective opportunities required for their development. This paper describes the development and validation of the Interprofessional Project Management Questionnaire (IPMQ) which has been designed for use in engineering education to provide a tool for reflection on, and clarification of, the learning goals related to these skills. Two studies to assess the reliability and validity of the IPMQ are reported. The instrument shows good validity and reliability in both French and English and as such is suitable for use with students. It is also suitable for research in engineering education and for providing feedback to faculty on student learning of professional skills in team projects. Suggestions on the use of the tool to enable the kinds of reflection that will help students to learn these skills are provided.","PeriodicalId":47348,"journal":{"name":"European Journal of Engineering Education","volume":"48 1","pages":"502 - 517"},"PeriodicalIF":2.3,"publicationDate":"2023-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43491271","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 : 2023-02-03DOI: 10.1080/03043797.2023.2172382
M. Marinelli, S. Male, A. Valentine, A. Guzzomi, Tom van der Veen, G. Hassan
ABSTRACT Access to interactive, simulated work environments through virtual reality (VR) has potential in teaching safety in design (SiD) to engineering students with reduced risk, cost and inconvenience. However, there is limited understanding of what students learn from immersive VR interventions, or the outcomes from specific learning activities. This study investigated engineering students’ SiD learning in engineering design units at an Australian university. Informed by blended cognitivist-constructivist and situative perspectives, the units embedded static visualisation, dynamic visualisation through VR simulation, and group discussion, within an authentic hazard identification and analysis process. Observational data and student performances were analysed. Students’ hazard comprehension differed by type of hazard and by learning activity. Students demonstrated understanding of SiD processes, terminology, and relevance of these to engineering design. We conclude that VR simulation is an effective learning tool, however the combination of learning elements was important to achieve learning outcomes.
{"title":"Using VR to teach safety in design: what and how do engineering students learn?","authors":"M. Marinelli, S. Male, A. Valentine, A. Guzzomi, Tom van der Veen, G. Hassan","doi":"10.1080/03043797.2023.2172382","DOIUrl":"https://doi.org/10.1080/03043797.2023.2172382","url":null,"abstract":"ABSTRACT Access to interactive, simulated work environments through virtual reality (VR) has potential in teaching safety in design (SiD) to engineering students with reduced risk, cost and inconvenience. However, there is limited understanding of what students learn from immersive VR interventions, or the outcomes from specific learning activities. This study investigated engineering students’ SiD learning in engineering design units at an Australian university. Informed by blended cognitivist-constructivist and situative perspectives, the units embedded static visualisation, dynamic visualisation through VR simulation, and group discussion, within an authentic hazard identification and analysis process. Observational data and student performances were analysed. Students’ hazard comprehension differed by type of hazard and by learning activity. Students demonstrated understanding of SiD processes, terminology, and relevance of these to engineering design. We conclude that VR simulation is an effective learning tool, however the combination of learning elements was important to achieve learning outcomes.","PeriodicalId":47348,"journal":{"name":"European Journal of Engineering Education","volume":"48 1","pages":"538 - 558"},"PeriodicalIF":2.3,"publicationDate":"2023-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47087011","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 : 2023-02-03DOI: 10.1080/03043797.2023.2173559
Colin Castleberry, Ainsley Hanner, G. Burks, J. Amos
ABSTRACT As classroom diversity increases across educational domains, additional stress is placed on instructors to provide effective and personalised learning experiences. Formative assessments can inform instructors of learning differences between student cohorts and individual students, allowing adaptation of learning experiences to individual student needs. This work is motivated by the need for faculty to implement formative assessment strategies, such that instructors can adapt the classroom-assessment environment by identifying learning goals, categorising or tagging assessment questions by learning goal categories, and organising the assessment data by tag. This paper summarises how tag-organised assessment (TOA) may be implemented and visualised to facilitate formative assessment strategies. We validated our TOA approach by interviewing instructors on needs in classroom-assessment environments and the usefulness of TOA visualisations to address assessment needs. Instructors perceived TOA visualisations as beneficial for synchronising learning goals with assessment coverage, improving student feedback, and communicating learning goals and success criteria to students.
{"title":"Instructor perspectives on the use of tag-organised assessment to facilitate formative assessment strategies in STEM courses","authors":"Colin Castleberry, Ainsley Hanner, G. Burks, J. Amos","doi":"10.1080/03043797.2023.2173559","DOIUrl":"https://doi.org/10.1080/03043797.2023.2173559","url":null,"abstract":"ABSTRACT As classroom diversity increases across educational domains, additional stress is placed on instructors to provide effective and personalised learning experiences. Formative assessments can inform instructors of learning differences between student cohorts and individual students, allowing adaptation of learning experiences to individual student needs. This work is motivated by the need for faculty to implement formative assessment strategies, such that instructors can adapt the classroom-assessment environment by identifying learning goals, categorising or tagging assessment questions by learning goal categories, and organising the assessment data by tag. This paper summarises how tag-organised assessment (TOA) may be implemented and visualised to facilitate formative assessment strategies. We validated our TOA approach by interviewing instructors on needs in classroom-assessment environments and the usefulness of TOA visualisations to address assessment needs. Instructors perceived TOA visualisations as beneficial for synchronising learning goals with assessment coverage, improving student feedback, and communicating learning goals and success criteria to students.","PeriodicalId":47348,"journal":{"name":"European Journal of Engineering Education","volume":"48 1","pages":"629 - 652"},"PeriodicalIF":2.3,"publicationDate":"2023-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42975315","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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