工程教育中的体验式学习:系统文献综述

IF 3.9 2区 工程技术 Q1 EDUCATION & EDUCATIONAL RESEARCH
Gerald Tembrevilla, André Phillion, Melec Zeadin
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引用次数: 0

摘要

21 世纪,整个社会、学术机构和工程学科都在发生变化,这对工程教育中体验式学 习的性质产生了深远的影响。我们采用了 "人群-干预-比较-结果 "框架和 PRISMA 流程图,就如何将体验式学习引入本科工程学课程、如何评价体验式学习以及未来实施体验式学习时应考虑的基本要素进行了系统的文献综述。这些研究提供了看待体验式学习的新视角,被解释为 "范式转变"。在所有研究中,超过一半的研究是在 1995 至 2005 年间进行的。这些研究主要针对学生成绩的测评,并且发生在北美许多工程学课程正在重组的十年间。审查表明,体验式学习已通过各种方法成功地开展起来。将体验式学习引入工程教育似乎是一个相互依存的自我-学校-社区实体。在 21 世纪不断变化的工作环境中,由于 COVID-19 大流行病的影响,援引自我、学校和社区的不可分割性将为我们对体验式学习及其在工程学科中的相关性的不断发展的理解提供独特的视角。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Experiential learning in engineering education: A systematic literature review

Experiential learning in engineering education: A systematic literature review

Background

The evolving transformations of our society at large, academic institutions, and engineering discipline in the 21st century have profound implications for the nature of experiential learning being offered in engineering education. However, what is experiential learning in the context of engineering education?

Purpose

The introduction and evaluation of experiential learning in undergraduate engineering education between 1995 and 2020, as well as the essential elements for consideration in its future implementation, have been analyzed and synthesized.

Design/Method

A population–intervention–comparison–outcome framework and PRISMA flow diagram were used to outline a systematic literature review on how experiential learning was introduced into undergraduate engineering curricula, how it was evaluated, and the essential elements for consideration in its future implementation.

Findings

A total of 220 studies were synthesized. These studies offered a new lens of seeing experiential learning, which were interpreted as “paradigm shifts.” More than one-half of the total studies were conducted between 1995 and 2005. These studies were strongly directed at measuring student performance and occurred in a decade when many North American engineering curricula were being restructured. The review indicated that experiential learning has been successfully carried out via diverse methodologies. However, there is a strong need to enrich it with a theoretical basis.

Conclusions

Experiential learning introduced into engineering education appeared to be an interdependent selfschoolcommunity entity. In the changing work environment of the 21st century, heightened by the impacts of the COVID-19 pandemic, invoking the inseparability of self, school, and community would provide unique perspectives to our evolving understanding of experiential learning and its relevance in engineering discipline.

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来源期刊
Journal of Engineering Education
Journal of Engineering Education 工程技术-工程:综合
CiteScore
12.20
自引率
11.80%
发文量
47
审稿时长
>12 weeks
期刊介绍: The Journal of Engineering Education (JEE) serves to cultivate, disseminate, and archive scholarly research in engineering education.
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