European Journal of Engineering Education最新文献_第10页

Peer assessment, self-assessment, and resultant feedback: an examination of feasibility and reliability 同行评估、自我评估和结果反馈:可行性和可靠性的检查

IF 2.3

European Journal of Engineering Education Pub Date : 2023-03-08 DOI: 10.1080/03043797.2023.2185769

J. Power, David Tanner

{"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":null,"pages":null},"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}

引用次数: 2

Capturing student feedback literacy using reflective logs 使用反思日志获取学生的反馈素养

IF 2.3

European Journal of Engineering Education Pub Date : 2023-03-04 DOI: 10.1080/03043797.2023.2185501

Kurt Coppens, L. Van den Broeck, N. Winstone, G. Langie

{"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":null,"pages":null},"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}

引用次数: 2

Digital games in engineering education: systematic review and future trends 工程教育中的数字游戏:系统回顾和未来趋势

IF 2.3

European Journal of Engineering Education Pub Date : 2023-03-04 DOI: 10.1080/03043797.2022.2093168

C. Udeozor, R. Toyoda, Fernando Russo Abegão, J. Glassey

{"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":null,"pages":null},"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}

引用次数: 13

Competencies for designing resilient systems in engineering education – a content analysis of selected study programs of five European technical universities 在工程教育中设计弹性系统的能力——对五所欧洲技术大学选定的研究项目的内容分析

IF 2.3

European Journal of Engineering Education Pub Date : 2023-02-18 DOI: 10.1080/03043797.2023.2179913

A. Winkens, C. Leicht-Scholten

引用次数: 0

Learning and engagement with an online laboratory for environmental monitoring education 学习和参与环境监测教育的在线实验室

IF 2.3

European Journal of Engineering Education Pub Date : 2023-02-11 DOI: 10.1080/03043797.2023.2175199

Debarati Basu, V. Lohani

{"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":null,"pages":null},"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}

引用次数: 0

Students’ difficulties and remedies with the structural design for their final master project 学生在期末硕士项目结构设计中遇到的困难和解决方法

IF 2.3

European Journal of Engineering Education Pub Date : 2023-02-11 DOI: 10.1080/03043797.2023.2176742

Antonio Delgado, E. Justo, Domenico Terranova, J. Cascales

{"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":null,"pages":null},"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}

引用次数: 0

Design and implementation of a virtual on-line lab on optical communications 光通信虚拟在线实验室的设计与实现

IF 2.3

European Journal of Engineering Education Pub Date : 2023-02-06 DOI: 10.1080/03043797.2023.2173558

D. Uzunidis, G. Pagiatakis

{"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":null,"pages":null},"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}

引用次数: 0

Does engineering education research address resilience and if so, how? – a systematic literature review 工程教育研究是否涉及弹性，如果是，如何解决?-系统的文献综述

IF 2.3

European Journal of Engineering Education Pub Date : 2023-02-06 DOI: 10.1080/03043797.2023.2171852

A. Winkens, C. Leicht-Scholten

引用次数: 2

How does studying abroad affect engineering students' intercultural competence: A longitudinal case study 留学对工科学生跨文化能力的影响——纵向案例研究

IF 2.3

European Journal of Engineering Education Pub Date : 2023-02-03 DOI: 10.1080/03043797.2023.2171853

Marie Chédru, C. Delhoume

引用次数: 0

The development, validation and use of an interprofessional project management questionnaire in engineering education 工程教育中跨专业项目管理问卷的开发、验证和使用

IF 2.3

European Journal of Engineering Education Pub Date : 2023-02-03 DOI: 10.1080/03043797.2023.2171854

R. Tormey, Marc Laperrouza

{"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":null,"pages":null},"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}

引用次数: 1