Students' feedback in the continuous quality improvement cycle of engineering education

Takriff, Mohd Sobri; Abdullah, Siti Rozaimah Sheikh; Mohammad, Abu Bakar; Anuar, Nurina

doi:10.1109/educon.2011.5773163

Cited by 13 publications

(10 citation statements)

References 1 publication

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“…For example, Takriff et al (2011) reports an inter-edition methodology used in a Department of Chemical and Process Engineering aimed to continually improve the teaching and learning activities, and to ensure that the students achieve the intended learning outcomes in order to satisfy the accreditation requirements of their country. They only use student feedback obtained at the end of the semester, in the form of course assessments, student dialog sessions and an exit survey (performed by all the students of the final year).…”

Section: Literature On Course Improvement Through Feedback Gatheringmentioning

confidence: 99%

A methodology for improving active learning engineering courses with a large number of students and teachers through feedback gathering and iterative refinement

Estévez-Ayres¹,

Alario-Hoyos²,

Pérez‐Sanagustín³

et al. 2014

Int J Technol Des Educ

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In the last decade, engineering education has evolved in many ways to meet society demands. Universities offer more flexible curricula and put a lot of effort on the acquisition of professional engineering skills by the students. In many universities, the courses in the first years of different engineering degrees share program and objectives, having a large number of students and teachers. These common courses are expected to provide the students with meaningful learning experiences, which could be achieved by using active learning. The use of active learning in engineering courses improves traditional teaching by promoting students' participation and engagement, although active learning courses can be very sensitive to differences in learning paces or team conflicts; this being a challenge for the widespread adoption of active learning in courses with many students and teachers. This paper proposes a methodology that facilitates the detection and reaction to problems in active learning engineering courses with many students and teachers. This methodology is based on gathering feedback (from students and teachers) and decision-making processes at selected milestones. The methodology integrates intraedition mechanisms in order to detect problems and react as the courses are being taught, and inter-edition mechanisms to ensure the persistence of necessary changes in the courses design. The methodology has been successfully applied during four consecutive editions to improve an undergraduate active learning programming course with an average of 257 students and 9 teachers per edition. An extended validation of expert educators suggests that this methodology can also be applied to traditional engineering courses.

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Section: Literature On Course Improvement Through Feedback Gatheringmentioning

confidence: 99%

A methodology for improving active learning engineering courses with a large number of students and teachers through feedback gathering and iterative refinement

Estévez-Ayres¹,

Alario-Hoyos²,

Pérez‐Sanagustín³

et al. 2014

Int J Technol Des Educ

View full text Add to dashboard Cite

show abstract

“…However, they may not obtain the complete benefits of the lessons especially in the beginning because they may lack many prerequisites in the beginning that may hinder their smooth learning. This type of practiceoriented concurrent engineering-based continuous learning and quality improvement of education (learning through mistakes) can improve overall learning outcomes [38], but this may not be a good approach where a series of lessons are taught using robotics, and one lesson is different from another lesson in terms of scenarios, activities, and technical requirements. 5.…”

Section: Action Plans To Help Students Satisfy Prerequisites: As Sectmentioning

confidence: 99%

Fundamental: Determining Prerequisites for Middle School Students to Participate in Robotics-based STEM Lessons: A Computational Thinking Approach

Rahman

Chacko

Rajguru

et al.

2018 ASEE Annual Conference &Amp; Exposition Proceedings

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His research and teaching interests include robotics, mechatronics, control systems, electro-mechanical design, human factors/ergonomics, engineering psychology, virtual reality, artificial intelligence, computer vision, biomimetics and biomechanics with applications to industrial manipulation and manufacturing, healthcare and rehabilitation, social services, unmanned autonomous vehicle (aerial and ground, indoor and outdoor) systems and STEM education.

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“…Such systems engineering tools have been specifically used in college level programs and courses 48 and are adaptable for educational innovation in general. As evidenced in this paper, system engineering concepts were applied by a researcher and teacher to analyze the outcomes observed in each iteration of the DBR process to support the students and inform the modifications for the next iteration.…”

Section: Learning Effectivenessmentioning

confidence: 99%

“…Nonetheless, as evidenced above, the DBR process with the systems approach was deemed practical by the researcher-teacher team for implementation during actual class period with students. Further research and continual improvement 40,48 will enhance the practicality and usability of DBR approach with systems engineering in the middle school classrooms.…”

Section: Learning Effectivenessmentioning

confidence: 99%

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A Systems Approach to Analyzing Design-Based Research in Robotics-Focused Middle School STEM Lessons through Cognitive Apprenticeship

Rahman

Kapila

2017 ASEE Annual Conference &Amp; Exposition Proceedings

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Students' feedback in the continuous quality improvement cycle of engineering education

Cited by 13 publications

References 1 publication

A methodology for improving active learning engineering courses with a large number of students and teachers through feedback gathering and iterative refinement

A methodology for improving active learning engineering courses with a large number of students and teachers through feedback gathering and iterative refinement

Fundamental: Determining Prerequisites for Middle School Students to Participate in Robotics-based STEM Lessons: A Computational Thinking Approach

A Systems Approach to Analyzing Design-Based Research in Robotics-Focused Middle School STEM Lessons through Cognitive Apprenticeship

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