Resource-based education in chemical engineering: The history and impact of a radical teaching innovation

Baxter, E. Paul

doi:10.1080/03075079012331377531

Studies in Higher Education

1990

DOI: 10.1080/03075079012331377531

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Resource-based education in chemical engineering: The history and impact of a radical teaching innovation

E. Paul Baxter

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Comparing conventional and resource based education in chemical engineering: student perceptions of a teaching innovation

Baxter

1990

High Educ

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Abstracl. While the adoption of resource based education (RBE) in the teaching of individual engineering subjects is not novel, the introduction of RBE throughout an entire university department is unprecedented. The purpose of this longitudinal study with second year Chemical Engineering students (n = 31) was to detect, quantify and describe the consequences for teaching and learning of some concerns that had arisen in students as a result of the introduction of RBE. These concerns appeared to pose some formidable obstacles to the successful implementation of RBE within the academic department. 62 obstacles to effective study that were rated both serious and frequently occurring ('major problems'), were identified in conventionally taught course units and in RBE units, using personal interviews, the nominal group technique, and a modified perceived problems inventory (Cruickshank et al., 1974;Otto et al., 1979). Major study problems were isolated in each of the main learning resources provided in RBE and in conventional course units. Resource based education generated study problems for students that were quantitatively and qualitatively different from study problems encountered under conventional engineering education. Conventionally taught course units generated study problems in the lecture and student assessment components of the course, whereas RBE confronted students with new and major problems with use of the resource laboratory, with reference materials, with tutorials, and with student assessment demands.

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Comparing conventional and resource based education in chemical engineering: student perceptions of a teaching innovation

Baxter

1990

High Educ

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The Role of Information and Communication Technologies in a University Learning Environment

Breen¹,

Lindsay²,

Jenkins³

et al. 2001

Studies in Higher Education

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This article reports three related studies which investigate how undergraduates use and think about information and communication technologies (ICT) in the context of learning at university. Data were obtained via questionnaires, computer diary records and focus group discussions. The studies were intended to help universities decide how to incorporate ICT into student learning, how the cost of equipment should be shared between students and institutions, and how university provision should be organised to best t student needs, attitudes and perceptions. Presentation of the results from the studies is followed by a discussion, which attempts to draw out the practical implications of the evaluation evidence for university policy-makers.

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Higher education, teaching, learning and the electronic library: A review of the literature for the IMPEL2 project: Monitoring organisational and cultural change

Day

Walton

Bent

et al. 1996

New Review of Academic Librarianship

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Resource-based education in chemical engineering: The history and impact of a radical teaching innovation

Cited by 4 publications

References 4 publications

Comparing conventional and resource based education in chemical engineering: student perceptions of a teaching innovation

Comparing conventional and resource based education in chemical engineering: student perceptions of a teaching innovation

The Role of Information and Communication Technologies in a University Learning Environment

Higher education, teaching, learning and the electronic library: A review of the literature for the IMPEL2 project: Monitoring organisational and cultural change

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