| 1. |
- Abrandt Dahlgren, Madeleine, 1956-
(författare)
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PBL through the looking glass : Comparing applications in computer engineering, psychology and physiotherapy
- 2003
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Ingår i: International journal of engineering education. - 0949-149X. ; 19:5, s. 672-681
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Tidskriftsartikel (refereegranskat)abstract
- The present investigation aims at describing and analysing aspects of students’ experiences of PBL within three different academic contexts; computer engineering, psychology and physiotherapy respectively. A sociocultural perspective was outlined as a theoretical point of departure. Altogether 58 students participated in the study. Semi-structured interviews were used as the method of data collection. Data were analysed qualitatively. The results showed differences between how problem-based learning is realised and understood by the students in the three programmes. These differences are discussed in relation to the perspectives of knowledge and learning embedded in the programmes as reflected through the students' experiences.
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| 2. |
- Adawi, Tom, 1970, et al.
(författare)
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Characterizing Software Engineering Students' Discussions during Peer Instruction : Opportunities for Learning and Implications for Teaching
- 2016
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Ingår i: International Journal of Engineering Education. - 0949-149X. ; 32:2, s. 927-936
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Tidskriftsartikel (refereegranskat)abstract
- Peer instruction is a method for activating students during lectures, which has gained a considerable amount of attention in higher education due to claims of dramatic improvement in learning gains. The purpose of this qualitative research study is to investigate what types of discussions engineering students engage in during a peer instruction session and what learning possibilities that are enabled by these different types of discussions. We observed twelve students during six separate and simulated peer instruction sessions and the students were interviewed individually after the sessions.Ananalysis of the data revealed that the students engaged in three qualitatively different types of discussions: affirmative discussions, motivating discussions, and argumentative discussions. We characterize these different types of discussions in terms of the number of alternative answers the students discuss, the extent to which they draw on prior knowledge and experiences, as well as the fundamental difference between an explanation and an argument. A good opportunity for learning is opened up when students are aspiring to find the truth, not simply being satisfied with what they believe to be true. We conclude that students do not always engage in discussions that support their learning in the best way, and we discuss implications for using peer instruction as a teaching method.
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| 3. |
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| 4. |
- Ahluwalia, Arti, et al.
(författare)
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Biomedical Engineering Project Based Learning : Euro-African Design School Focused on Medical Devices
- 2018
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Ingår i: International Journal of Engineering Education. - : Tempus Publications. - 0949-149X. ; 34:5, s. 1709-1722
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Tidskriftsartikel (refereegranskat)abstract
- Biomedical engineering (BME) has the potential of transforming medical care towards universal healthcare by means of the democratization of medical technology. To this end, innovative holistic approaches and multidisciplinary teams, built upon the gathering of international talent, should be encouraged within the medical industry. However, these transformations can only be accomplished if BME education also continuously evolves and focuses on the internationalization of students, the promotion of collaborative design strategies and the orientation towards context relevant medical needs. In this study we describe an international teaching-learning experience, the "UBORA (Swahili for 'excellence') Design School". During an intensive week of training and collaboration 39 engineering students lived through the complete development process for creating innovative open-source medical devices following the CDIO ("conceivedesign-implement-operate") approach and using the UBORA e-infrastructure as a co-design platform. Our post-school survey and analyses showed that this integral teaching-learning experience helped to promote professional skills and could nurture the future generation of biomedical engineers, who could transform healthcare technology through collaborative design oriented to open source medical devices.
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| 5. |
- Andersen, Ann-Louise, et al.
(författare)
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Continuing Engineering Education in Changeable and Reconfigurable Manufacturing – Implications of Problem-Based Learning in Industrial Practice
- 2023
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Ingår i: International Journal of Engineering Education. - : Tempus Publications. - 0949-149X. ; 39:5, s. 1118-1130
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Tidskriftsartikel (refereegranskat)abstract
- Increasingly volatile and complex manufacturing environments make the continuous development of engineering professionals’ knowledge and competences in changeable and reconfigurable manufacturing a major source of competitiveness in manufacturing companies. Enablers of this include modular and platform-based product and manufacturing system design, as well as industry 4.0 related technologies and digitalisation. Therefore, this paper focuses on Continuing Engineering Education (CEE) in changeable and reconfigurable manufacturing and investigates the implications of applying a university-industry collaborative approach to Problem-based Learning (PBL) for CEE in company-settings. The paper builds on a four-year CEE initiative from Swedish manufacturing industry and includes insights from implementing a CEE course in changeable manufacturing, which was designed based on PBL principles and run as an industry-university cooperation for four consecutive years. Implications addressed in the paper relates to (1) PBL as a suitable approach for CEE, (2) Research transfer to industry through PBL-based CEE, and (3) industry-university collaboration for CEE, which provides valuable insights on how to conduct successful CEE in knowledge fields that are fast evolving in order to enable fast industry transitions. # 2023 TEMPUS Publications.
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| 6. |
- Anton, R., et al.
(författare)
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Refrigerating Cycle Simulator : System Modelling, Educational Implementation and Assessment
- 2009
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Ingår i: International journal of engineering education. - 0949-149X. ; 25:2, s. 324-332
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Tidskriftsartikel (refereegranskat)abstract
- To leach and explain system modelling in a Thermal-Fluid application is a challenge: learning how one component or even the surrounding conditions can influence the performance of the rest of the components of the system and the system itself is not all easy task. However a suitable educational implementation may help students gain a deeper understanding not only of the system itself bill of the existing interrelation between the Thermal-Fluid fields: Thermodynamics, Heat Transfer and Fluid Mechanics. In this study a refrigerating cycle simulator is used. The simulator is' prepared in such a way that the interrelation between each component, the system and the surroundings call be analysed by the students. This case study is found to be very useful due of its ability to study system performance. A three-step educational implementation, the simulator being the third step, has been used and found to he enriching both for students and instructors.
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| 7. |
- Asplund, Fredrik, 1977-, et al.
(författare)
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Reinforcing Learning in an Engineering Master’s Degree Program : The Relevance of Research Training
- 2019
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Ingår i: International journal of engineering education. - 0949-149X. ; 35:2, s. 598-616
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Tidskriftsartikel (refereegranskat)abstract
- Master students at our institute were graduating without acceptable research proficiency. We intervened by shifting our research training from teaching-centred to student-centred, and from research-related subject content to research-related processes. We performed a mixed methods study aimed to confirm there was improved research proficiency without a negative trade-off for our students’ engineering skills. Results indicated improvements to research proficiency, which our students were able to transfer to engineering-related learning activities to increase their ability to achieve engineering synthesis. This outcome was potentially supported by our courses including several perspectives on scientific knowledge production. This implies that research training, rather than having a negative effect on engineering skills, can be helpful in learning diametrically opposing aspects of thinking required by current engineering. As engineering education evolves towards more cross-disciplinary cooperation, this implies the need to pursue the increased opportunities for students to learn about different perspectives on knowledge production.
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| 8. |
- Attorps, Iiris, et al.
(författare)
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Creating the patterns of variation with GeoGebra when teaching derivative graphs for first year engineering students
- 2015
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Ingår i: International Journal of Engineering Education. - 0949-149X. ; 31:6, s. 1605-1612
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Tidskriftsartikel (refereegranskat)abstract
- The present study investigates how technology assisted and designed teaching influences engineering students’ understanding of the connection between the graph of a function and its derivatives. An engineering student group (n = 27) was taught with the assistance of GeoGebra while a control group (n =20) was taught in a traditional way. The data of the study consist of the documents and photos of the observation of two lectures and the students’ answers to the pre and post tests. In our theoretical framework we discuss the distinction between conceptual and procedural knowledge. When creating the teaching sequences we applied variation theory. In the analysis of the students’ pre and post tests results we applied statistical methods. Our experiment revealed that the GeoGebra-assisted teaching design created more opportunities for students to grasp the connection between a function and its derivatives.
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| 9. |
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| 10. |
- Bankel, Johan, 1959, et al.
(författare)
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Benchmarking engineering curricula with the CDIO syllabus
- 2005
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Ingår i: International Journal of Engineering Education. - 0949-149X. ; 21:1, s. 121-133
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Tidskriftsartikel (refereegranskat)abstract
- Four internationally-renowned universities-Chalmers University of Technology, Linkoping University, Royal Institute of Technology (Sweden), and the Massachusetts Institute of Technology (USA)-developed a benchmark survey that may be used by any engineering school to benchmark curricula for teaching of personal, interpersonal and system building skills. These skills are enumerated in the CDIO Syllabus. Teaching activities were categorized as Introduce, Teach or Utilize, based on intent, time spent, and linkage to learning objectives, assignments and assessment criteria. Interviews were used to collect the data from instructors of the schools' engineering programs. The data was then reduced and analyzed to illuminate patterns of teaching. The results indicate that much effort is expended in covering these topics, but often in an inefficient, uncoordinated and unplanned manner. For example, there are often frequent repetitions of introducing a topic, without ever teaching it. In other instances, students are expected to utilize knowledge without having been taught it. The results of the benchmark survey indicate that a consistent and deliberately designed curriculum in this area could demand no additional resources, yet provide a much more effective education. The survey gives useful indications of how to begin such a curriculum redesign process.
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