Change to Competence-Based Education in Structural Engineering

Justo, E.; Delgado, Antonio

doi:10.1061/(asce)ei.1943-5541.0000215

Cited by 28 publications

(22 citation statements)

References 19 publications

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“…The pressure for this has risen from the needs of students and working life, as well as from the broader economic and political changes [1]. More student-centered and activating instructional procedures have been connected to greater achievements in student learning and, especially lately, in generic working life skill or competence development [2,3]. Generic working life skills have been viewed as important learning goals, because of their significant role when an individual transfers from higher education to the labor market [4].…”

Section: Introductionmentioning

confidence: 99%

The Concept of Active Learning and the Measurement of Learning Outcomes: A Review of Research in Engineering Higher Education

et al. 2019

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Active learning has gained growing political, instructional, and research interest. However, the definitions of active learning are wide. The learning outcomes related to it have been mostly positive but the measurement methods are not without problems. This review provides an overview of active learning, especially in the context of engineering higher education, by answering two research questions: (1) How is the concept of active learning defined and justified in engineering higher education research? (2) What are the learning outcomes connected to active learning and how is learning measured in engineering higher education research? Sixty-six empirical articles were analyzed inductively with qualitative content analysis. The analysis showed that active learning was defined in various ways, and in some articles, it was not defined at all. In addition, justification (theoretical or empirical) for the use of active learning was seldomly reported. Finally, the indicators used to measure the impact of active learning on students’ learning outcomes were mostly based on students’ self-report data and focused on course specific development in subject-related knowledge. More thorough descriptions and theoretical justifications, as well as the consideration of learning outcomes with appropriate research methods, could reinforce the transparency of empirical interventions and the application of active learning.

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Section: Introductionmentioning

confidence: 99%

The Concept of Active Learning and the Measurement of Learning Outcomes: A Review of Research in Engineering Higher Education

et al. 2019

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“…In engineering, typical teaching strategies are based on the study of problem‐orientated cases. Historically, structural engineering courses exhibit high failure rates, which represent a strong argument in favor of the exploration of new forms of teaching …”

Section: Introductionmentioning

confidence: 99%

“…The possibility of applying numerical methods (like FEM) to obtain approximate solutions to very complex problems has opened new opportunities to change traditional teaching‐learning methods. Simulations allow students to learn more efficiently by using a student‐centered active learning technique, rather than using a conventional teaching process focused on the lecturer …”

Section: Introductionmentioning

confidence: 99%

“…Historically, structural engineering courses exhibit high failure rates, which represent a strong argument in favor of the exploration of new forms of teaching. [2] It is here where active learning emerges as an effective technique to develop the future engineer competences by resembling professional practice inside the classroom. [3] Active learning is often contrasted to the traditional lecture where students passively receive information from the instructor.…”

Section: Introductionmentioning

confidence: 99%

“…Simulations allow students to learn more efficiently by using a student-centered active learning technique, rather than using a conventional teaching process focused on the lecturer. [1,2,18,22] This type of technologies also helps to improve group sharing of resources and group collaboration. [23] Even more, this technique can also help in understanding complex phenomena of difficult visualization by means of conventional analytical approaches, promoting hands-on learning.…”

Section: Introductionmentioning

confidence: 99%

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An interactive computational strategy for teaching the analysis of silo structures in civil engineering

García‐Macías

Castro-Triguero

Flores

et al. 2019

Comp Applic In Engineering

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In this article, a Matlab‐based software environment called Guide Silo Design (GSD) is proposed to help undergraduate students to better understand the complex phenomena involved in the analysis process of silo structures. The software is integrated with two commercial finite element softwares. These are the Open Application Programming Interface (OAPI) code in SAP2000 and the ANSYS Parametric Design Language (APDL) code in ANSYS. GSD allows civil engineering students to create a virtual simulation environment in which an effective and appropriate teaching‐learning process can be experienced. The GSD environment is programmed in Matlab using a finite element‐based mathematical framework. Furthermore, as the analysis of silo structures is highly relevant in real engineering projects, students can acquire fundamental knowledge for their future works as engineers. The present interactive virtual environment has great potential to improve the learning process of the analysis of silo structures.

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Inducing competence‐based assignment in traditional structural engineering education: A case study

Ghoniem

2022

Comp Applic In Engineering

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The paper is motivated by real problems concerning the evaluation of the academic performance, satisfaction, critical thinking skills, and creativity in the learning process of engineering students exposed to a mixture of lecture‐based learning with competence‐based learning. The study randomized 450 students, enrolled in a reinforced concrete structures course, into three equal groups. One group was assigned to problem‐based learning, while project‐ and technology‐based learning was conducted for the other two groups. The practices of these three groups were compared based on two methods: monitoring of both generic and technical skills and a questionnaire analysis that indicated student satisfaction, critical thinking skills, and creativity. On the basis of the findings, the students who passed the project‐ and technology‐based assignments held the highest achievement marks and reported higher satisfaction, critical thinking skills, and creativity. The obtained results revealed the necessity of technology to embrace new learning strategies that mimic real‐world problems.

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Change to Competence-Based Education in Structural Engineering

Cited by 28 publications

References 19 publications

The Concept of Active Learning and the Measurement of Learning Outcomes: A Review of Research in Engineering Higher Education

The Concept of Active Learning and the Measurement of Learning Outcomes: A Review of Research in Engineering Higher Education

An interactive computational strategy for teaching the analysis of silo structures in civil engineering

Inducing competence‐based assignment in traditional structural engineering education: A case study

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