European Journal of Engineering Education最新文献_第8页

The effect of the emergency shift to virtual instruction on student team dynamics 紧急转向虚拟教学对学生团队动态的影响

IF 2.3

European Journal of Engineering Education Pub Date : 2023-06-05 DOI: 10.1080/03043797.2023.2217422

Siqing Wei, L. Tan, Yiyao Zhang, M. Ohland

引用次数: 1

Fostering responsible anticipation in engineering ethics education: how a multi-disciplinary enrichment of the responsible innovation framework can help 在工程伦理教育中培养负责任的预期:负责任创新框架的多学科丰富如何提供帮助

European Journal of Engineering Education Pub Date : 2023-05-30 DOI: 10.1080/03043797.2023.2218275

Janna van Grunsven, Taylor Stone, Lavinia Marin

{"title":"Fostering responsible anticipation in engineering ethics education: how a multi-disciplinary enrichment of the responsible innovation framework can help","authors":"Janna van Grunsven, Taylor Stone, Lavinia Marin","doi":"10.1080/03043797.2023.2218275","DOIUrl":"https://doi.org/10.1080/03043797.2023.2218275","url":null,"abstract":"It is crucial for engineers to anticipate the socio-ethical impacts of emerging technologies. Such acts of anticipation are thoroughly normative and should be cultivated in engineering ethics education. In this paper we ask: ‘how do we anticipate the socio-ethical implications of emerging technologies responsibly?’ And ‘how can such responsible anticipation be taught?’ We offer a conceptual answer, building upon the framework of Responsible Innovation and its four core practices: anticipation, reflexivity, inclusion, and responsiveness. We forge a more explicit link between the practices of anticipation, reflexivity, and inclusion, while also enriching them with insights from disability studies, STS, design theory, and philosophy. On this basis we present responsible anticipation as an activity of reflective problem framing grounded in epistemic humility. Via the RI-practice of responsiveness we present responsible anticipation as a creative approach to engineering ethics, offering engineering students a critical yet productive perspective on how ethics may inform innovation.","PeriodicalId":47348,"journal":{"name":"European Journal of Engineering Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135692195","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

Analysis of engineering and construction students’ perceptions to explore gender disparity 分析工程与建筑专业学生的认知，探讨性别差异

IF 2.3

European Journal of Engineering Education Pub Date : 2023-05-29 DOI: 10.1080/03043797.2023.2216672

Saeed Rokooei

引用次数: 0

ChatGPT versus engineering education assessment: a multidisciplinary and multi-institutional benchmarking and analysis of this generative artificial intelligence tool to investigate assessment integrity ChatGPT与工程教育评估:对这种生成式人工智能工具进行多学科和多机构的基准测试和分析，以调查评估的完整性

IF 2.3

European Journal of Engineering Education Pub Date : 2023-05-26 DOI: 10.1080/03043797.2023.2213169

S. Nikolic, S. Daniel, Rezwanul Haque, M. Belkina, G. Hassan, Sarah Grundy, S. Lyden, Peter Neal, Caz Sandison

{"title":"ChatGPT versus engineering education assessment: a multidisciplinary and multi-institutional benchmarking and analysis of this generative artificial intelligence tool to investigate assessment integrity","authors":"S. Nikolic, S. Daniel, Rezwanul Haque, M. Belkina, G. Hassan, Sarah Grundy, S. Lyden, Peter Neal, Caz Sandison","doi":"10.1080/03043797.2023.2213169","DOIUrl":"https://doi.org/10.1080/03043797.2023.2213169","url":null,"abstract":"ABSTRACT ChatGPT, a sophisticated online chatbot, sent shockwaves through many sectors once reports filtered through that it could pass exams. In higher education, it has raised many questions about the authenticity of assessment and challenges in detecting plagiarism. Amongst the resulting frenetic hubbub, hints of potential opportunities in how ChatGPT could support learning and the development of critical thinking have also emerged. In this paper, we examine how ChatGPT may affect assessment in engineering education by exploring ChatGPT responses to existing assessment prompts from ten subjects across seven Australian universities. We explore the strengths and weaknesses of current assessment practice and discuss opportunities on how ChatGPT can be used to facilitate learning. As artificial intelligence is rapidly improving, this analysis sets a benchmark for ChatGPT’s performance as of early 2023 in responding to engineering education assessment prompts. ChatGPT did pass some subjects and excelled with some assessment types. Findings suggest that changes in current practice are needed, as typically with little modification to the input prompts, ChatGPT could generate passable responses to many of the assessments, and it is only going to get better as future versions are trained on larger data sets.","PeriodicalId":47348,"journal":{"name":"European Journal of Engineering Education","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46755984","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: 16

A case of conceptualisation: using a grounded theory approach to further explore how professionals define engineering judgement for use in engineering education 一个概念化的案例:使用扎根理论的方法进一步探讨专业人员如何定义工程教育中使用的工程判断

IF 2.3

European Journal of Engineering Education Pub Date : 2023-05-17 DOI: 10.1080/03043797.2023.2210517

D. Chadha, K. Hellgardt

引用次数: 0

Tools to help teachers and designers complete individual tasks when co-designing industrial engineering games – Application to the design of an innovation management game 帮助教师和设计师在共同设计工业工程游戏时完成个人任务的工具-应用于创新管理游戏的设计

IF 2.3

European Journal of Engineering Education Pub Date : 2023-05-16 DOI: 10.1080/03043797.2023.2212248

Yi-Chun Ma, Flore Vallet, B. Yannou, François Cluzel

{"title":"Tools to help teachers and designers complete individual tasks when co-designing industrial engineering games – Application to the design of an innovation management game","authors":"Yi-Chun Ma, Flore Vallet, B. Yannou, François Cluzel","doi":"10.1080/03043797.2023.2212248","DOIUrl":"https://doi.org/10.1080/03043797.2023.2212248","url":null,"abstract":"ABSTRACT Serious games (SGs) offer an engaging format for teaching industrial engineering (IE) methodologies. IE methodologies involve people following a process in a set of conditions to design, improve and install systems, which are easily scripted into gameplay. The scholarship has proposed co-design approaches for teachers and SG designers. However, teachers are not always ready to engage, and designers can readily create SG elements rapidly alone. We propose a co-design framework to distinguish their roles and four tools for them to better embed relevant expertise in the SG design process. A first tool is a domain decomposition model, which helps teachers create the knowledge repository for an IE methodology. Then, a specification vector is provided to define clear learning objectives. The third tool is a mapping table that inspires designers building gaming elements based on the learning objectives. The final tool is a verification table that helps check whether the learning experience offered by a SG is aligned with its learning objectives. A game on innovation management was designed that adopts the co-design framework. It was tested in three sessions with 23 players, resulting in a playful learning experience .","PeriodicalId":47348,"journal":{"name":"European Journal of Engineering Education","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41639576","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

Engineering students’ approaches to learning in two student-centred instructional models before and during the COVID-19 pandemic 在COVID-19大流行之前和期间，工程专业学生在两种以学生为中心的教学模式中的学习方法

IF 2.3

European Journal of Engineering Education Pub Date : 2023-05-10 DOI: 10.1080/03043797.2023.2206794

Johanna Rämö, P. Nokelainen, Riikka Kangaslampi, Elina Viro, Terhi Kaarakka, Maiju Nieminen, Jani Hirvonen, Simo Ali-Löytty

{"title":"Engineering students’ approaches to learning in two student-centred instructional models before and during the COVID-19 pandemic","authors":"Johanna Rämö, P. Nokelainen, Riikka Kangaslampi, Elina Viro, Terhi Kaarakka, Maiju Nieminen, Jani Hirvonen, Simo Ali-Löytty","doi":"10.1080/03043797.2023.2206794","DOIUrl":"https://doi.org/10.1080/03043797.2023.2206794","url":null,"abstract":"In this study, we investigated how well two different student-centred instructional models fostered engineering students' learning in a time of crisis. We analysed students' (N = 375) approaches to learning during four engineering mathematics courses in a Finnish university before and during the COVID-19 pandemic. Students' deep and surface approaches to learning, as well as organised studying, were measured five times during an eight-month period. For the control group the student-centred elements were added to the framework of traditional lecture-based teaching, whereas the intervention group's instructional model disrupted the structures of traditional teaching more profoundly. Our results indicate that the pandemic and related restrictions were linked to a decrease in students' deep approach to learning and organised studying, and an increase of surface approach to learning in both groups. However, the intervention group's instructional model supported the deep approach to learning better than that of the control group. [ FROM AUTHOR] Copyright of European Journal of Engineering Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)","PeriodicalId":47348,"journal":{"name":"European Journal of Engineering Education","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48348142","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

Reflections on problems of educational practice in a project course design for professional authenticity, cultural relevance, and sociotechnical integration 对专业真实性、文化相关性和社会技术整合的项目课程设计中教育实践问题的思考

IF 2.3

European Journal of Engineering Education Pub Date : 2023-05-10 DOI: 10.1080/03043797.2023.2201182

Stephen Secules

{"title":"Reflections on problems of educational practice in a project course design for professional authenticity, cultural relevance, and sociotechnical integration","authors":"Stephen Secules","doi":"10.1080/03043797.2023.2201182","DOIUrl":"https://doi.org/10.1080/03043797.2023.2201182","url":null,"abstract":"ABSTRACT This paper examines specific problems of educational practice that I, an undergraduate engineering educator and education researcher, have encountered in creating an interdisciplinary engineering project course. I reveal my process of theorising about problems of practice to position engineering educators’ pedagogical theorising as worthy of scholarly focus. In a reflective scholarship of teaching and learning paradigm, I take the iterative design of this course as the object of inquiry, across semesters and institutional contexts. I discuss the iteration of five key dimensions of the course: (1) authenticity to engineering professional work, (2) promoting learning of teamwork skills, (3) complexities and equity dimensions of situated project-based learning environments, (4) valuing social sciences and social context reasoning for engineers, and (5) creating a responsive curriculum for students. I distil insights related to each of these dimensions. I conclude with a consideration of the interplay between these dimensions and a reflection on the form of scholarship for engineering education.","PeriodicalId":47348,"journal":{"name":"European Journal of Engineering Education","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42576360","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

Preparative pre-laboratory online resources for effectively managing cognitive load of engineering students 为有效管理工科学生的认知负荷而准备的实验室前在线资源

IF 2.3

European Journal of Engineering Education Pub Date : 2023-05-04 DOI: 10.1080/03043797.2023.2204813

C. Rathnayaka, J. Ganapathi, S. Kickbusch, L. Dawes, R. Brown

引用次数: 1

Students’ well-being and factors impacting it during COVID-19 pandemic – early findings from Delft University of Technology 新冠肺炎大流行期间学生的幸福感及其影响因素——代尔夫特理工大学的早期发现

IF 2.3

European Journal of Engineering Education Pub Date : 2023-05-02 DOI: 10.1080/03043797.2023.2201189

Natalia Barbour, Daphne van Meggelen

{"title":"Students’ well-being and factors impacting it during COVID-19 pandemic – early findings from Delft University of Technology","authors":"Natalia Barbour, Daphne van Meggelen","doi":"10.1080/03043797.2023.2201189","DOIUrl":"https://doi.org/10.1080/03043797.2023.2201189","url":null,"abstract":"Even before the COVID-19 pandemic, student well-being was highlighted as an important public health issue. The study aims to gain insights into the exact factors that bachelor and master students from engineering fields at Delft University of Technology are impacted by. Multiple interviews were performed to identify the key areas of impact and then incorporated into a comprehensive survey. The questionnaire was divided into five blocks: course work factors, thesis, communication, study environment, the COVID-19 pandemic and disseminated between June and September of 2021. A convenience sample of 165 responses was collected and the Warwick-Edinburgh Mental Well-being Scale (WEMWBS) test was employed to quantify the well-being of the students. The survey analysis found different well-being scores between the students from the bachelor and master programs and concluded that having a consistent work environment played an important role in students' welfare. The COVID-19-related findings revealed that the recordings of lectures and remote studying were the most appreciated. The thesis-related section showed that the clarity and objectives of the thesis writing are particularly impactful. Although some of the findings are university specific, the recommendations could be considered by other universities as they refer to general indicators and relationships. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","PeriodicalId":47348,"journal":{"name":"European Journal of Engineering Education","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47198196","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