European Journal of Engineering Education最新文献_第9页

Critical consciousness in engineering education: going beyond critical thinking in mathematical modeling 工程教育中的批判意识:超越数学建模中的批判思维

IF 2.3

European Journal of Engineering Education Pub Date : 2023-04-20 DOI: 10.1080/03043797.2023.2203082

Aldo Peres Campos e Lopes

引用次数: 0

Conceptualising engineering student perceptions of synchronous and asynchronous online learning 概念化工程系学生对同步和异步在线学习的看法

IF 2.3

European Journal of Engineering Education Pub Date : 2023-04-17 DOI: 10.1080/03043797.2023.2201178

Maryam Mohammad Zadeh, L. Prendergast, Jonathan D. Tew, Daniel Beneroso-Vallejo

引用次数: 0

Experiencing complex stakeholder dynamics around emerging technologies: a role-play simulation 围绕新兴技术体验复杂的利益相关者动态：角色扮演模拟

IF 2.3

European Journal of Engineering Education Pub Date : 2023-04-11 DOI: 10.1080/03043797.2023.2196940

K. Visscher

引用次数: 0

Guidelines for teaching with ill-structured real-world engineering problems: insights from a redesigned engineering project management course 结构不良的现实世界工程问题教学指南：从重新设计的工程项目管理课程中获得的见解

IF 2.3

European Journal of Engineering Education Pub Date : 2023-04-05 DOI: 10.1080/03043797.2023.2194850

M. P. Pereira Pessôa

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

引用次数: 1

The impact of a year in industry on academic outcomes in higher education (engineering) 在工业界工作一年对高等教育(工程学)学术成果的影响

IF 2.3

European Journal of Engineering Education Pub Date : 2023-04-03 DOI: 10.1080/03043797.2023.2194244

S. Rolland, J. W. Jones, G. Bunting

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

引用次数: 0

Developing a system for assessing engineering students’ transferable skills: evidence for the content validity and replicability of the scales 开发一个评估工程专业学生可转移技能的系统：量表内容有效性和可复制性的证据

IF 2.3

European Journal of Engineering Education Pub Date : 2023-04-03 DOI: 10.1080/03043797.2023.2195809

Tatiana Gesteira de Almeida Ferraz, Camila de Sousa Pereira-Guizzo

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

引用次数: 0

Challenges and motivation for teachers transitioning to active learning spaces 教师向主动学习空间过渡的挑战和动机

IF 2.3

European Journal of Engineering Education Pub Date : 2023-03-28 DOI: 10.1080/03043797.2023.2193552

Kristian Aga

引用次数: 0

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 开发一个现实世界的场景，以促进学习和工作4.0 -在过程工程实验室教育中使用喷射泵实验的数字孪生体

IF 2.3

European Journal of Engineering Education Pub Date : 2023-03-26 DOI: 10.1080/03043797.2023.2182184

K. Boettcher, C. Terkowsky, M. Schade, D. Brandner, S. Grünendahl, B. Pasaliu

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

引用次数: 0

Game-based learning apps in engineering education: requirements, design and reception among students 工程教育中基于游戏的学习应用程序：需求、设计和学生接受度

IF 2.3

European Journal of Engineering Education Pub Date : 2023-03-22 DOI: 10.1080/03043797.2023.2169106

Eva Jacobs, Oliver Garbrecht, R. Kneer, W. Rohlfs

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

引用次数: 1

Multidisciplinary education through faculty members’ conceptualisations of and experiences in engineering education 通过教师对工程教育的概念和经验进行多学科教育

IF 2.3

European Journal of Engineering Education Pub Date : 2023-03-16 DOI: 10.1080/03043797.2023.2185126

Xiaoqi Feng, S. Ylirisku, E. Kähkönen, H. Niemi, Katja Hölttä-Otto

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

引用次数: 0