| 1. |
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| 2. |
- Baillie, Caroline, et al.
(författare)
-
Heterotopia: Alternative pathways to social justice
- 2013
-
Bok (övrigt vetenskapligt/konstnärligt)abstract
- Many of us are concerned with the structures, systems and values that we meet on a day-to-day basis. We seem to be rushing headlong to a destination not of our choosing. How did we get here and what can we do about it? This book is the result of an exploration into the ideas of transformation. What does it mean to transform the way we live, to something that we value? In this book we take on the challenge of exploring a potential transformation in one professional field, that of engineering, as an example of how we might break free of common dysfunctional discourses and enter what we call a counter hegemonic 'Heterotopia' - a space or place where we might dream alternative futures. The text is a unique collaboration spanning the disciplines of engineering education, philosophy and social theory.
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| 3. |
- Baillie, Caroline, et al.
(författare)
-
Whose project is it anyway? The case of Waste for Life, Argentina
- 2011
-
Ingår i: Exploring Cultural Dynamics and Tensions within Service-Learning. - 1617354643 ; , s. 337-353
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- The primary cultural tensions that we explore in this chapter are disciplinary and social. We focus on “Engineering Culture” and attempt to critique the practice of engineering service-learning as a very specifi c activity of the Global North, embedded with a priori social and cultural presumptions that map a pro development, charity-based perspective onto the Global South. We fi rst locate engineering in its Northern context and develop a critique of the “common sense” ways of thinking that have emerged, and which infl uence students and teachers alike. We make the point that service-learning based in this paradigm can be at best a charitable aid and at worst destructive to the “receiving” communities. We will use the case of the not-for-profi t organisation Waste for Life, which we founded in 2007, to explore and present some emerging ideas for an alternative approach to thepreparation and consideration of student involvement in community based engineering projects, which might to a certain degree mitigate potential cultural tensions.
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| 4. |
- Galt, Sheila, 1956, et al.
(författare)
-
Hur utvecklas bra lärare? Det är fokus för en workshop där goda Chalmerslärare är det långsiktiga målet.
- 2015
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Sammanfattning:Vad är det som utmärker en bra lärare, och hur utvecklar man bra lärare? Tillsammans kommer workshopdeltagarna att skapa en målbild för Chalmerslärare och inventera samt prioritera olika vägar att utveckla lärare. Vi kommer att jämföra läraryrket på högskolan med gymnasieläraryrket, och leta synergier för lärarutveckling ur MPLOL.Abstract:Hur utvecklas bra lärare? Det är fokus för en workshop där goda Chalmerslärare är det långsiktiga målet. Det finns mycket skrivet om hur man ”ska vara” för att just vara en bra lärare, med många resurser tillgängliga för Chalmerslärare från bl.a. avdelningen EER (Engineering Education Research). Kurser i pedagogik, rekommenderade böcker och vetenskapliga artiklar, seminarier o.s.v. har alla till syfte att visa hur man kan göra för att vara en bra lärare. Men det finns inte lika mycket fokus på processen att just utvecklas till att bli en bra lärare.I samband med att man utvecklas från grön, nervös förstagångslärare till duktig presentationstekniker och sedan vidare till reflekterande lärare och lärandekatalysator så ändras lärarens tankemönster och därmed beteende och agerande i lärandemiljön. Workshopdeltagarna kommer att få hjälpa till att sortera upp vilket stöd som bäst behövs för Chalmerslärare i dessa olika utvecklingsfaser.Chalmers har numera två relativt nya aktiviteter på lärarutvecklingsfronten, där pedagogiska utvecklingsledare (peduler) är den ena. Metoder för utveckling av lärare och lärarlag kan behöva förfinas för att bli så effektiva som möjligt, både avseende resultat och resursbehov. Här kan workshop deltagarna ge sin input, dokumenterat, med ”mjukt” styrda gruppdiskussioner.Den andra relativt nya lärarutvecklingsaktiviteten på Chalmers är gymnasielärarutbildningen för blivande civilingenjörer, masterprogrammet Lärande och Ledarskap (MPLOL). Programmet är designat för att utveckla goda lärare och ledare, till både skolmiljö och näringsliv. Praktiken för dessa lärarstudenter inkluderar VFU (verksamhetsförlagd utbildning) på gymnasieskolor där just lärarutveckling i praktiken är i fokus. VFU-kurserna kan ge input till just ”hur man gör” med allt från praktiska tips i klassrummet till reflekterande inlämningsuppgifter med feedback från mästarlärare. Andra lärandeaktiviteter som kan tillämpas för lärare vid Chalmers inkluderar auskultation och filmning av egna lektioner. Workshopdeltagarna kommer att få ge input till vilka av dessa aktiviteter som kan tänkas hjälpa bäst för Chalmerslärare.Frågeställningarna för workshopens deltagare att ge input till kan sammanfattas som:1.Vad är det som utmärker en bra lärare?2.Hur kan man effektivt stödja en lärares utveckling?3.När i utvecklingsprocessen passar de olika möjliga insatserna?4.Hur kan peduler stödja lärarutvecklingsprocessen?5.Hur kan MPLOLs arbetssätt stödja Chalmerslärares utveckling?
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| 5. |
- Kabo, Jens, 1979, et al.
(författare)
-
“A sufficiently complex construction” and other conceptions of technology held by engineering students: A case study from Sweden
- 2011
-
Ingår i: Proceedings of The 22nd Annual Conference for the Australasian Association for Engineering Education, 5–7 December 2011, Fremantle, Western Australia. ; , s. 286 - 291
-
Konferensbidrag (refereegranskat)abstract
- Engineering has been described as a particular community of practice with its own tacit assumptions about the nature and purpose of engineering and technology. In this paper we investigate how engineering students conceptualise technology. Data was collected through ten interviews and the data was analysed using a phenomenographic approach, leading to six different conceptions of technology. Interestingly, the social dimension of technology was almost invisible in all conceptions. We discuss how these results can be used as an educational intervention to help engineering students to develop a more complex understanding of technology. We also outline the structure of a course aiming to increase students’ understanding of engineering as well as the relationship between science, technology and society.
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| 6. |
- Kabo, Jens, 1979, et al.
(författare)
-
Don't Fear the Engineer: Social Science Students Exploring a Liminal Space with Engineering Students
- 2014
-
Ingår i: Proceedings of the National Academy’s Sixth Annual Conference and the Fourth Biennial Threshold Concepts Conference [E-publication]. - 9781906642594 ; , s. 175-
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Engineering students learning, in interdisciplinary courses, to consider the social context of their work, need to learn how to think in ways more familiar to social scientists. In our previous work we have shown that this can cause concern and potential trouble as they traverse a liminal space (Kabo and Baillie, 2010). However, we have found that there are just as many, albeit different, thresholds to cross for social science students taking the same class. During two iterations of the course we conducted interviews with students and analysed their critical self-reflections. During this analysis it became apparent to us that most of the social scientists in the class had no or little actual understanding of what engineering really entails and often had quite negative perceptions of it. For these students, the course offered an opportunity to work with engineering students in a constructive manner that in many cases resulted in the breaking down of (negative) stereotypes of engineers and engineering. This is an important first step toward grasping any positive potential engineering has to offer. Some social science students moved beyond the breaking down of negative stereotypes to the realisation that engineering can play a positive role in the creation of viable alternatives to current practices and that engineers possess skills and ways of thinking that complement those of social scientists in a potentially beneficial way. Our findings indicate that understanding engineering and engineers can serve as a threshold that social scientists students working in an interdisciplinary context with engineering students need to cross for the possibility of true interdisciplinary, rather than multidisciplinary, collaboration to take place. A central aspect of this crossing is to negotiate together with engineers what engineering means and can mean.
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| 7. |
- Kabo, Jens, 1979
(författare)
-
Editor's Introduction
- 2013
-
Ingår i: International Journal of Engineering, Social Justice, and Peace. - 1927-9434. ; 2:1, s. 1-2
-
Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Each of the three articles in this issue can be seen to highlight a different dimension of the concept of praxis. Muscat emphasises action, Baillie and Levine exemplify the use of theory as a basis for unpacking dominant paradigms and assumptions, and Cumming-Potvin and Currie emphasise critical reflection. Taken together, these articles provide a robust foundation for understanding the nature of praxis as engineers engage with issues of social justice and peace.
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| 8. |
- Kabo, Jens, 1979, et al.
(författare)
-
Engineering and Social Justice: How to help students cross the threshold
- 2009
-
Ingår i: Practice and Evidence of the Scholarship of Teaching and Learning in Higher Education. - 1750-8428. ; 4:2, s. 126-146
-
Tidskriftsartikel (refereegranskat)abstract
- This paper reports on the interdisciplinary course “Engineering and Social Justice: Critical theories of technological practices” developed and first taught at Queen’s University by Richard Day (Sociology) and Caroline Baillie (Engineering) in 2006 in order to bring engineering and social science students together to help them develop critical thinking in relation to engineering practices while questioning common assumptions. This process was focused through a social justice lens that the students were encouraged to adopt. However, this was not easy to do for many of them and can be likened to the crossing of a threshold. In this paper, we explore the conceptual framing of the course as well as some of the crucial parameters of its apparent success in guiding students across the threshold.
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| 9. |
- Kabo, Jens, 1979, et al.
(författare)
-
Engineering and Social Justice: Negotiating the spectrum of liminality
- 2010
-
Ingår i: Threshold Concepts and Transformational Learning. - 9460912052 ; , s. 303-315
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Throughout their education, engineering students develop an understanding that engineering is mostly about problem solving, technical development, efficiency, and profit making. Thus the idea of engineering focussed on social justice challenges the view many engineering students have of their future profession. This study explores these challenges as a potential threshold for students. However, rather than only being a threshold for students entering engineering we suggest that social justice serves as a threshold for the whole discipline and that this in turn implicates the development of current ways of thinking and practising of engineering. This discussion brings to the forefront the question of expertise and who may judge what are these ways of thinking.
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| 10. |
- Kabo, Jens, 1979, et al.
(författare)
-
Engineering Students' Conceptualizations of Sustainability
- 2020
-
Ingår i: Proceedings - Frontiers in Education Conference, FIE. - 1539-4565. ; 2020-October
-
Konferensbidrag (refereegranskat)abstract
- While the integration of a sustainability lens within engineering education is increasingly urgent, the appropriate conceptual underpinnings for such integration remain under debate. The study presented follows an investigation of one small group of students in a course that addressed sustainability in the context of technology design. Our goal was to explore the range of student conceptions of sustainability. Using a phenomenographic approach, we observed and interviewed students in the course and identified seven categories of sustainability. These findings can be used as parts of a tool for scaffolding students' learning experiences.
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| 11. |
- Kabo, Jens, 1979, et al.
(författare)
-
How do engineering physics students view the relation between science and technology?
- 2011
-
Ingår i: Proceedings of 7th INTERNATIONAL CONFERENCE ON PHYSICS TEACHING IN ENGINEERING EDUCATION, Physics for Engineers – Soft Skill or Core Competency?, 21-23 September 2011, Mannheim, Germany. - 9783931569181
-
Konferensbidrag (refereegranskat)abstract
- This paper reports on a study investigating how students in engineering physics conceptualize the relation between science and technology. Ten interviews were conducted and then analyzed using a phenomenographic approach. Three different ways of conceptualizing the relation between science and technology were found: “Technology as an independent discipline”, “Technology as applied science” and “Technology as reciprocal to science”. We suggest that these results can serve as input for discussing the role of physics in engineering education, as well as the nature and purpose of engineering.
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| 12. |
- Kabo, Jens, 1979, et al.
(författare)
-
Naturvetenskapligt och tekniskt lärande: Samordning av ämnesdidaktik för tre ämnen
- 2014
-
Ingår i: Presenterat vid Nationell ämnesdidaktisk konferens NÄD2014. 9-11 april 2014. Göteborgs universitet, Göteborg..
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Chalmers har sedan 2011 rätt att utbilda ämneslärare för gymnasiet för undervisning i matematik och antingen fysik, kemi eller teknik. De ingenjörsstudenter som vill bli lärare väljer mastersprogrammet, Lärande och ledarskap, som löper över två år och består av tolv kurser samt ett avslutande examensarbete. Två av dessa kurser, Naturvetenskapligt och tekniskt lärande 1 & 2 (NTL1 & NTL2), behandlar ämnesdidaktik för fysik, kemi och teknik. NTL1 har ett mer praktiskt fokus (t.ex. planera och genomföra undervisning i sitt ämne) medan NTL2 har ett mer teoretiskt fokus (t.ex. modernare perspektiv på lärande, såsom variationsteori, i relation till det egna ämnet). En stor utmaning med dessa två kurser är att behandla ämnesdidaktik för tre ämnen inom en och samma kurs. I NTL1 har vi mött denna utmaning genom att strukturera kursen kring tre huvudkomponenter: *seminarier i helklass med fokus på sådant som är relevant för undervisning i alla tre ämnena som t.ex. ""backwards design"" och hållbar utveckling; *uppgifter där studenterna individuellt eller i grupp fokuserar på olika aspekter av undervisning och lärande i deras eget ämne; och *regelbundna mentorstillfällen med yrkesverksamma gymnasielärare i studentens eget ämne. NTL2 bygger på liknande principer och kommer framöver ha fördelen av att ligga parallellt med skolförlagd VFU. I detta bidrag redogör vi för hur vi arbetar med både praktiska och teoretiska dimensioner av ämnesdidaktik för fysik, kemi och teknik inom ramen för dessa två kurser samt några av de utmaningar och möjligheter vi har stött på i samband med detta arbete.
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| 13. |
- Kabo, Jens, 1979, et al.
(författare)
-
Seeing through the lens of social justice: a threshold for engineering
- 2009
-
Ingår i: European Journal of Engineering Education. - : Informa UK Limited. - 0304-3797 .- 1469-5898. ; 34:4, s. 315-323
-
Tidskriftsartikel (refereegranskat)abstract
- In this paper, we have explored how students in a cross-disciplinary course on engineering and socialjustice approached the idea of using social justice as a lens for looking at engineering. We have used anadapted phenomenographic approach [Marton, F., and Booth, S., 1997. Learning and awareness. Mahwah:Lawrence Erlbaum], together with Meyer and Land’s [Meyer, J.H.F., and Land, R., 2003. Threshold conceptsand troublesome knowledge: linkages to ways of thinking and practising within the disciplines. ETLProject Occasional Report 4 [online]. Available from: http://www.tla.ed.ac.uk/etl/docs/ETLreport4.pdf[Accessed 1 January 2009]] threshold concept framework, to study the variation present among the studentsin the class as they attempt to pass through the threshold of this lens. Data were collected throughsemi-structured interviews with students.We examine the liminal space that students hover in for severalweeks, not knowing whether or if they will eventually pass through the portal into new territories. Wefound nine conceptions of increasing complexity present among the students in the class. We suggestthat the students’ collective experiences illustrate potential journeys along a spectrum of liminality andthrough the threshold.We conclude with some implications for what can be done to facilitate the students’transition through the threshold, thereby contributing to the development of this aspect of engineeringeducation.
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| 14. |
- Kabo, Jens, 1979
(författare)
-
Seeing through the lens of social justice: A threshold for engineering
- 2010
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- In recent times the need for educational research dedicated to engineering education has been recognised. This PhD project is a contribution to the development of engineering education scholarship and the growing body of engineering education research. In this project it was recognised that problem solving is a central activity to engineering. However, it was also recognised that the conditions for doing engineering are changing, especially in light of pressing issues of poverty and environmental sustainability that humanity currently faces, and as a consequence, engineering education needs to emphasise problem definition to a greater extent. One mechanism for achieving this, which has been adopted by some engineering educators in recent years, is through courses that explicitly relate engineering to social justice. However, creating this relationship requires critical interdisciplinary thinking that is alien to most engineering students. In this dissertation it is suggested that for engineering students, and more generally, engineers, looking at their practice and profession through a social justice lens might be seen as a threshold that needs to be crossed. By studying the variation present among students in three different courses at three different North American universities, the intention was to understand how students approach and internalise social justice as a perspective on engineering and/or develop their abilities to think critically. A conceptual model to frame the study was developed by combining elements of threshold concept theory and the educational research methodology, phenomenographic variation theory. All three of the courses studied operated on a similar basic pedagogical model, however, the courses were framed differently, with social justice in the foreground or in the background with the focus on, in one case, ethics and in the other, sustainability. All courses studied appeared to be successful in encouraging engineering students to engage in critical thinking and a similar general trend in the development of students’ conceptions of social justice was observed in each of the three courses. However, it does appear that if one is interested in developing an articulated understanding of social justice, with respect to engineering, that an explicit focus on social justice is preferable.
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| 15. |
- Kabo, Jens, 1979
(författare)
-
The ongoing process of aligning two courses for STEM teachers in a new Master's programme at Chalmers: An example from Learning and Leadership
- 2013
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- As the term constructive alignment (Biggs, 1999) indicates, the central idea of this educational framework is that different aspects of a teaching and learning unit/situation should be brought together in a way that is mutually reinforcing various aspects and not putting them at odds. The aim of this poster is to illustrate an ongoing process of aligning two related courses within a programme by drawing on experiences from developing two courses for the Master's programme "Learning and Leadership" which started at Chalmers in 2011. The two courses in question, Natural Science and Technology Education 1 and 2 (NSTE1/2) focus on issues of teaching and learning in the three upper secondary school subjects chemistry, physics and technology. The first course is more practical in nature while the second is more theoretical. At the moment the first cohort of students (n=6) has gone through both courses and preparations are being made to run the first course for the second time. While constructive alignment is the guiding principle of the work the practical principle for the long term development of the courses is to work through a series of iterations with the end of each course serving as major checkpoints for the process. At these points, in conjunction with the formal course evaluations, the current iteration of the course in question is evaluated and potential improvements considered not only in relation to the singular course but to both courses together as well as the broader context of the whole programme. However, the formal course evaluation through web survey have been considered to be insufficient (n=5 responses) to serve as the sole input to this evaluation and development process. Also, no additional structured data gathering has so far been carried out either by the course leader or a third party. However, by drawing on the principles of action research (e.g., Noffke & Somekh, 2005), a wealth of input on the courses has been collected on a regular basis, for example from reading student assignments and engaging in frequent discussion about the courses with students and other course stakeholders. Some of this input has been written down in a journal and all of it has contributed to help the course leader construct a fuller understanding of the courses on both a practical and a meta level. Reflection is a key concept here as well as dialogue with key course stakeholders. While this process so far mainly has been of an informal nature, it is an approach lecturers at Chalmers easily can adopt and apply to their own practice, and it can serve as a starting point for a more formal and structured exploration of the continued process of aligning the two courses in question.
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| 16. |
- Kabo, Jens, 1979, et al.
(författare)
-
Utmaningar och möjligheter med att utbilda ingenjörer med nya alternativa och kompletterande kompetenser
- 2015
-
Ingår i: Proceedings för 5:e Utvecklingskonferensen för Sveriges ingenjörsutbildningar, Uppsala universitet, 18 – 19 november 2015. ; , s. 10-12
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Det finns starka normer kopplade till vad som definierar ingenjörer och ingenjörsutbildning, exempelvis att teknik är en central del av ingenjörspraktik. Den samhällsutveckling som pågår med ökande digitalisering, automatisering och integration av teknik kommer sannolikt att medföra ett behov av att (åtminstone vissa) ingenjörer utvecklar kompetenser som inte nödvändigtvis är starkt representerade inom dagens utbud av ingenjörsutbildningar. Detta är i sig inget nytt, industriell ekonomi är ett klassiskt exempel på ett nytt kompetensområde för ingenjörer som utmanade och utvidgade dåvarande normer om vad som definierar ingenjörer och ingenjörsutbildning. Vi vill genom detta rundabordssamtal träffa andra som arbetar med eller är intresserade av (nya) normbrytande ingenjörsutbildningar för att diskutera möjligheter och utmaningar, såsom frågor rörande identitet och legitimitet, kopplade till denna typ av verksamheter.
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| 17. |
- Kabo, Jens, 1979, et al.
(författare)
-
Visions of Social Competence: Comparing Engineering Education Accreditation in Australia, China, Sweden, and the United States
- 2012
-
Ingår i: ASEE Annual Conference and Exposition, Conference Proceedings. - 2153-5965.
-
Konferensbidrag (refereegranskat)abstract
- This paper reports on a cross-cultural analysis of central accreditation requirements for engineering programs—focusing especially on issues related to social impact, social responsibility, and social analysis—in four different countries: Australia, China, Sweden and the United States. Upon comparing and contrasting the accreditation requirements documents and their treatment of “social” capabilities, we found that: I. Accreditation requirements in all four countries are similarly oriented to specific student-learning outcomes, where technical and social capabilities represent roughly equal proportions of the total number of requirements. II. Social capabilities represent a wide range of competencies, including very high-order social-analytic competencies (e.g., understanding the relationship between engineering and its social context). III. Important variations can be identified in how social capabilities are understood, with four distinct categories emerging: Social capabilities 1) as constraints, 2) as awareness, 3) as responsibility, and 4) as cultivation. After reviewing, categorizing, and analyzing the key ways social-analytic competencies are articulated and understood in the four countries’ accreditation documents, we identify key opportunities and challenges facing those seeking better integration of social competencies in engineering education. We conclude the paper with a review of our findings and our next steps.
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| 18. |
- Nieusma, Dean, et al.
(författare)
-
Editors' Introduction
- 2012
-
Ingår i: International Journal of Engineering, Social Justice, and Peace. - 1927-9434. ; 1:1, s. 1-6
-
Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- This editorial introduces the new journal, IJESJP. It also provides background information on the journal's formation and the ESJP network.
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| 19. |
- Stöhr, Christian, 1977, et al.
(författare)
-
Online and Blended Labs for Practical Mechanical Engineering
- 2023
-
Ingår i: Proceedings of the 19th International CDIO Conference. - 9788230361863 ; , s. 805-819
-
Konferensbidrag (refereegranskat)abstract
- Lab training is a key element in most engineering education programs in preparation for engineering profession tasks. Universities worldwide are exploring new possibilities and different forms to arrange online and blended labs as an alternative to pure campus training. This study compares online and blended lab setups in four cases of engineering education at European technical universities. The results show that online and blended labs can achieve similar learning outcomes, with blended labs being particularly effective in combining online learning with hands-on elements. Students reported high levels of satisfaction and teachers noted the benefits of online learning environments, but common challenges included ensuring student engagement, increased self-regulation requirements, and the high effort needed to design online or blended environments. The study provides course design guidelines and discusses implications for future research and implementation in universities worldwide.
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| 20. |
- Tang, Xiaofeng, et al.
(författare)
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Technical-Social Integration in Engineering Education: Comparing Accreditation Requirements in Australia, China, Sweden, and the United States
- 2012
-
Ingår i: Presented at 5th Annual Symposium on Engineering & Liberal Education. June 1-3, 2012. Union College, Schenectady, NY..
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This project analyzes accreditation documents in four countries—Australia, China, Sweden, and the US—as a way to explore opportunities for and barriers to integrating technical and social aspects of engineering education. The cross-national comparison also seeks to shed light on the following two questions: 1. How can accreditation facilitate the education of socially competent engineers through encouraging the integration of technical and social aspects of engineering education? 2. What capabilities do different nations expect from engineers?
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| 21. |
- Zhang, Yihua, 1993, et al.
(författare)
-
Considering the Community of Inquiry Framework in Online Engineering Education
- 2022
-
Ingår i: Proceedings - Frontiers in Education Conference, FIE. - 1539-4565. ; 2022-October, s. 1-9
-
Konferensbidrag (refereegranskat)abstract
- This Research Full Paper presents a semi-systematic literature review of the application of the Community of Inquiry (CoI) framework in online engineering education. In a generally undertheorized field, the CoI framework has gained considerable attention as a theoretical and methodological means to understand and facilitate learning experiences in online learning environments. However, despite excellent contributions in both these areas, there is a concern about the effect of the disciplinary context and there are calls for more studies investigating disciplinary differences and blended learning environments. We observe that no study to date has tried to summarize and synthesize CoI’s application in engineering education, making informed judgments about its potential for educational research and practice in this particular context difficult. This review aims to contribute to closing this gap. Based on the reviewed articles, we conclude that CoI is a promising framework not only as an evaluation tool for online and blended learning environments in engineering education, but also for the design of online engineering courses that want to build their learning design on a collaborative constructivist view of learning. Due to the relatively limited number of CoI-based studies in online engineering education, we conclude that more research of CoI is needed in the field, especially in specific learning contexts. Compared to the richness of the general literature on CoI and in other fields, the utilization of CoI in engineering education is still very new and appears to still be in a junior state. We suggest several directions for improvement and further research both in order to foster CoI’s theoretical development as well as to provide practical guidance for the design of engineering specific learning environments based on reliable and valid research.
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| 22. |
- Zhang, Yihua, 1993, et al.
(författare)
-
Considering the Community of Inquiry Framework in Online Engineering Education : A Literature Review
- 2023
-
Ingår i: Journal of Higher Education Theory and Practice. - 2158-3595. ; 23:6
-
Forskningsöversikt (refereegranskat)abstract
- The Community of Inquiry (CoI) framework has gained considerable attention as a theoretical and methodological means to understand and facilitate online learning experiences. Following calls for more studies investigating disciplinary differences and blended learning environments, this semi-systematic literature review summarizes and synthesizes CoI’s application in online engineering education, to provide a base for informed judgments about its potential for educational research and practice in this particular context. Based on 22 reviewed articles, we show that CoI is a promising framework not only as an evaluation tool for online and blended learning environments in engineering education but also for the design of online engineering courses that want to build their learning design on a collaborative constructivist view of learning. However, compared to the richness of the general literature on CoI and in other fields, the utilization of CoI in engineering education is still very new and appears to still be in a junior state. Accordingly, we suggest several directions for improvement and further research.
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| 23. |
- Zhang, Yihua, 1993, et al.
(författare)
-
Evolving professional development in nuclear reactor physics and safety through hybrid learning environments
- 2023
-
Ingår i: Book of All Abstracts and Papers. ; , s. 202-204
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Konferensbidrag (refereegranskat)abstract
- Nuclear education providers have difficulties sustaining their programs that typically consist of small cohorts of students and tend to follow a traditional, lecture-based design. This paper presents the GRE@T-PIONEeR project as a response aiming to preserve competencies and skills in computational and experimental nuclear reactor physics and nuclear safety through the implementation of six advanced courses offered globally to PhD and Post-Doc students, nuclear professionals, and MSc students. The courses employ a flipped classroom approach within a hybrid learning environment, complemented by three hands-on training sessions on nuclear training reactors. The courses were evaluated using validated survey instruments associated with various learning-theoretical frameworks. The paper presents preliminary findings derived from one of the courses comprising asynchronous online and synchronous hybrid sessions. While course completion and performance were high both among onsite and online students, some notable distinctions between the two groups emerge. Future research will explore these differences further.
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