Action Learning in Undergraduate Engineering Thesis Supervision

Autor/in	Stappenbelt, Brad
Titel	Action Learning in Undergraduate Engineering Thesis Supervision
Quelle	In: Journal of Technology and Science Education, 7 (2017) 1, S.5-25 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Stappenbelt, Brad)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2013-6374
Schlagwörter	Experiential Learning; Undergraduate Students; Undergraduate Study; Engineering Education; Doctoral Dissertations; Cognitive Style; Higher Education; Research Projects; Supervisor Supervisee Relationship; Student Surveys; Observation; Case Studies; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Experiental learning; Erfahrungsorientiertes Lernen; Grundstudium; Ingenieurausbildung; Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Cognitive styles; Kognitiver Stil; Hochschulbildung; Hochschulsystem; Hochschulwesen; Forschungsvorhaben; Schülerbefragung; Beobachtung; Case study; Fallstudie; Case Study; Ausland; Australien
Abstract	In the present action learning implementation, twelve action learning sets were conducted over eight years. The action learning sets consisted of students involved in undergraduate engineering research thesis work. The concurrent study accompanying this initiative investigated the influence of the action learning environment on student approaches to learning and any accompanying academic, learning and personal benefits realised. The influence of preferred learning styles on set function and student adoption of the action learning process were also examined. The action learning environment implemented had a measurable significant positive effect on student academic performance, their ability to cope with the stresses associated with conducting a research thesis, the depth of learning, the development of autonomous learners, and student perception of the research thesis experience. The present study acts as an addendum to a smaller scale implementation of this action learning approach, applied to supervision of third and fourth year research projects and theses, published in 2010. (As Provided).
Anmerkungen	Journal of Technology and Science Education. ESEIAAT, Department of Projectes d'Enginyeria c/Colom 11, 08222 Terrassa, Spain. e-mail: info@jotse.org; e-mail: info@omniascience.com; Web site: http://www.jotse.org/index.php/jotse
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01