Learning about engineering education research: What conceptual difficulties still exist for a new generation of scholars?

Streveler, Ruth A.; Pitterson, Nicole P.; Hira, Avneet; Rodríguez-Simmonds, Héctor Enrique; Ortega-Alvarez, Juan David

doi:10.1109/fie.2015.7344303

Cited by 9 publications

(5 citation statements)

References 12 publications

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“…Given this need for discipline-based educational research that can inform change, it is not surprising to see the trend towards more "rigorous" research noted by Felder and Hadgraft. However, most engineering faculty are not trained in discipline-based educational research practices [7,8]. For example, as Borrego [1] notes, engineering faculty encounter numerous difficulties designing studies such as "framing research questions with broad appeal, grounding research in a theoretical framework, fully considering operationalization and measurement of constructs, appreciating qualitative or mixed-methods approaches, and pursuing interdisciplinary collaboration.…”

Section: Introductionmentioning

confidence: 99%

A Systematic Review of Canadian Engineering Education Research 2004-2017

Brennan¹

2018

PCEEA

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This paper provides a systematic review ofengineering education research papers from theC2E2/CDEN/CEEA-ACEG-ACEG series of conferencesfrom 2004 to the present. The purpose of the review is totrack the evolution of engineering education across the“engineering practice” and “engineeringresearch/theory” spectrum. The analysis is based on theNational Science Foundation-funded RREE committee’sproposed four levels of rigor in inquiry about teachingand learning. The results of the review show that although there is a trend towards an increasing proportion of theory-oriented papers, practice-oriented papers still dominate

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Section: Introductionmentioning

confidence: 99%

A Systematic Review of Canadian Engineering Education Research 2004-2017

Brennan¹

2018

PCEEA

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“…Software engineering is a subject that generally does not motivate computer science students [1]. The theoretical and conceptual nature of the contents explained is far from the purely coding tasks [2], and is closer to the engineering tasks that are applied to execute a project [3]. For this reason, students do not show enthusiasm and often have difficulties [4] to understand the usefulness of these techniques and apply them in the development of a computer project.…”

Section: Introductionmentioning

confidence: 99%

Development of an Educational Application for Software Engineering Learning

Cabezuelo

Rodrigo

2021

Computers

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Software engineering is a complicated subject for computer engineering students since the explained knowledge and necessary competencies are more related to engineering as a general knowledge area than to computer science. This article describes a software engineering learning application that aims to provide a solution to this problem. Two ideas are used for this. On the one hand, to facilitate its use it has been implemented as an Android app (in this way it can be used anywhere and at any time). In addition, and on the other hand, a gamification system has been implemented with different learning paths that adapt to the learning styles of each student. In this way, the student is motivated by competing with other classmates, and on the other hand, the application adapts to the way of learning that each one has.

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“…In 2007, Borrego [3] published a study describing five conceptual difficulties engineering faculties face when learning about rigorous research in EngEd. Although some EngEd departments has been formed since then, and new degrees in EngEd have appeared [4] [5], most researchers in EngEd have evolved from their own engineering fields of knowledge, with no well-established EngEd communities in their universities, and therefore face a difficult path to becoming EngEd researchers [6]. Furthermore, some uncertainty still exists about what constitutes quality research in EngEd [7][8] [9] and about how to promote international collaboration by developing an internationally connected field of inquiry [10] [11] [12].…”

Section: Introductionmentioning

confidence: 99%

Designing Training Activities for a New PhD Program in Engineering Education

López

2021

2021 IEEE Frontiers in Education Conference (FIE)

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This research paper for the practice of work-in-progress presents the training activities designed for students of a new PhD program in Engineering Education. These activities are based on the study of the training courses of five Engineering Education PhD programs, and on the literature concerning PhD training challenges. A set of competencies to be acquired is first defined; then the training activities are designed by means of a SPOOC (Self-Paced Open Online Course) in order to guide the acquisition of these competencies. The SPOOC is currently under design, taking an initial cohort of 9 students as an experimental group.

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Learning about engineering education research: What conceptual difficulties still exist for a new generation of scholars?

Cited by 9 publications

References 12 publications

A Systematic Review of Canadian Engineering Education Research 2004-2017

A Systematic Review of Canadian Engineering Education Research 2004-2017

Development of an Educational Application for Software Engineering Learning

Designing Training Activities for a New PhD Program in Engineering Education

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