Constructively aligned teaching and learning in higher education in engineering: what do students perceive as contributing to the learning of interdisciplinary thinking?

Spelt, E.J.H.; Luning, Pieternel A.; Boekel, M.A.J.S. van; Mulder, Martin

doi:10.1080/03043797.2014.987647

Cited by 21 publications

(27 citation statements)

References 77 publications

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“…Recent research in integrative learning indicates that interdisciplinary learning in general is more prone to failure than conventional teaching methods (Lee, 2014). Consequently, interdisciplinary learning requires direct, explicit instruction (Lee, 2014;Spelt, Luning, van Boekel, & Mulder, 2015), especially for novices in interdisciplinarity (Clark, Kirschner, & Sweller, 2012) and inexperienced students in self-directed learning (Schmidt, Henny, & de Vries, 1992). With reference to PBL and PjBL, Barron et al (1998) advocate to begin with PBL and then move on to PjBL later, taking into account students' learning processes.…”

Section: Discussionmentioning

confidence: 99%

How to Enhance Interdisciplinary Competence—Interdisciplinary Problem-Based Learning versus Interdisciplinary Project-Based Learning

Braßler¹,

Dettmers²

2017

Interdisciplinary Journal of Problem-Based Learning

119

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Section: Discussionmentioning

confidence: 99%

How to Enhance Interdisciplinary Competence—Interdisciplinary Problem-Based Learning versus Interdisciplinary Project-Based Learning

Braßler¹,

Dettmers²

2017

Interdisciplinary Journal of Problem-Based Learning

119

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“…There are numerous reasons why CBL is an effective pedagogy. According to Spelt, Luning, van Boekel, and Mulder (2015), CBL is effective, especially in interdisciplinary fields, because it is a student-centered approach that likely leads students to be more autonomous. Autonomy is a major factor in student achievement (Fazey & Fazey, 2001), with research indicating that when students have a higher sense of perceived control of their own education, they tend to perform better (O'Reilly, 2014).…”

Section: Theoretical Basis For Competency-based Learningmentioning

confidence: 99%

“…In some cases, 360 degree assessment was a way of evaluating students' portfolios or was used combined with traditional methods of evaluation such as quizzes, tests, projects and presentations (De Los Rios-Carmenado et al, 2015;Zou & Ko, 2012). Varying the sources of feedback aided in improving learning outcomes (Baughman et al, 2012;Carbonell et al, 2012;Spelt et al, 2015;Woodrow et al, 2013). Specifically, regarding professional competencies, Woodrow et al (2013) and De Los Rios-Carmenado et al (2015) suggested that 360 degree assessments may be one way of promoting professional skills and attitudes.…”

Section: Assessments Strategiesmentioning

confidence: 99%

A Review of Competency‐Based Learning: Tools, Assessments, and Recommendations

Henri

Johnson

Nepal

2017

J of Engineering Edu

120

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Background Over the past decade, there has been a shift in science, technology, engineering and math education, especially in engineering, towards a competency‐based pedagogy. Competency‐based learning (CBL) is an outcome‐based, student‐centered form of instruction where students progress to more advanced work upon mastering the necessary prerequisite content and skills. Many articles have been published on the implementation of CBL in engineering higher education; however, the literature lacks a systematic review that summarizes prior work to inform both future research and practice. Purpose The purpose of this review is to integrate previous literature as well as identify gaps in competency‐based engineering higher education research. It summarizes the different approaches for implementing CBL, the effects of the pedagogy on student outcomes, tools to enhance its effectiveness, and assessment strategies. In addition, suggestions and recommendations for future research are provided. Method Engineering education articles were obtained from several EBSCO educational databases. The search was limited to articles published from 2005‐2015, and inclusion criteria consisted of peer‐reviewed journal articles that address the use of CBL in engineering higher education. Articles were then classified into several categories, summarized, and evaluated. Conclusions Theoretical and applied perspectives are provided that address both the theoretical basis for the effectiveness of CBL and practical aspects of implementing successful CBL instruction in engineering education. There are gaps in the literature regarding how CBL programs should be structured and assessed. Future research directions include empirical quantitative evaluation of CBL's pedagogical effectiveness and the use of CBL for teaching professional skills.

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“…Roth and Bowen 2001;Kaput 1987;Carstensen and Bernhard 2012;Tiberghien 1999). Even in interdisciplinary courses, promoting the development of interdisciplinary thinking among students is not straightforward (e.g., Eisen et al 2009;Spelt et al 2015). A tentative implication of this study is that some of these difficulties can be attributed to many teachers failing to make these links explicit themselves, as seen in some of the diagrams of relations presented in § 5.1, at least not as expressed in their views on the nature of the Laplace transform and its relations to physics and technology in engineering education.…”

Section: Teachers' View Of the Role Of The Laplace Transform In Enginmentioning

confidence: 99%

University teachers’ perspectives on the role of the Laplace transform in engineering education

Holmberg

Bernhard

2016

European Journal of Engineering Education

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Please consult the published paper if citing. 2 University teachers' perspectives on the role of the Laplace transform in engineering educationThe Laplace transform is an important tool in many branches of engineering, for example electric and control engineering, but is also regarded as a difficult topic for students to master. We have interviewed 22 university teachers from five universities in three countries (Mexico, Spain and Sweden) about their views on relationships among mathematics, physics and technology/application aspects in the process of learning the Laplace transform in engineering education. Strikingly, the teachers held a spectrum of qualitatively differing views, ranging from seeing virtually no connection (e.g. some thought the Laplace transform has no relevance in engineering), through to regarding the aspects as intimately, almost inseparably linked. The lack of awareness of the widely differing views among teachers might lead to a lack of constructive alignment among different courses that is detrimental to the quality of engineering education.

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Constructively aligned teaching and learning in higher education in engineering: what do students perceive as contributing to the learning of interdisciplinary thinking?

Cited by 21 publications

References 77 publications

How to Enhance Interdisciplinary Competence—Interdisciplinary Problem-Based Learning versus Interdisciplinary Project-Based Learning

How to Enhance Interdisciplinary Competence—Interdisciplinary Problem-Based Learning versus Interdisciplinary Project-Based Learning

A Review of Competency‐Based Learning: Tools, Assessments, and Recommendations

University teachers’ perspectives on the role of the Laplace transform in engineering education

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