Application of Experiential Learning to Improve Student Engagement and Experience in a Mechanical Engineering Course

Autor/inn/en	Li, Huaizhong; Öchsner, Andreas; Hall, Wayne
Titel	Application of Experiential Learning to Improve Student Engagement and Experience in a Mechanical Engineering Course
Quelle	In: European Journal of Engineering Education, 44 (2019) 3, S.283-293 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Li, Huaizhong)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2017.1402864
Schlagwörter	Experiential Learning; Learner Engagement; Student Experience; Engineering Education; Instructional Design; Student Attitudes; Difficulty Level; Learning Processes; Undergraduate Students; Instructional Effectiveness; Problem Based Learning; Foreign Countries; Student Improvement; Student Projects; Teamwork; Motor Vehicles; Australia + Suchen Sie Ihr Suchwort? Experiental learning; Erfahrungsorientiertes Lernen; Studienerfahrung; Ingenieurausbildung; Lesson concept; Lessonplan; Unterrichtsentwurf; Schülerverhalten; Schwierigkeitsgrad; Learning process; Lernprozess; Unterrichtserfolg; Problem-based learning; Problemorientiertes Lernen; Ausland; Schulprojekt; Motor vehicle; Kraftwagen; Australien
Abstract	This paper introduced how a mechanical engineering course was redesigned by applying experiential learning theory to improve student engagement and learning experience. Design of machine elements has been considered by students to be a difficult course. Traditional teaching methods tend not to be effective in engaging students. Experiential learning is a philosophy of learning by doing. In applying an experiential learning approach to the course, the design project and workshop activities were restructured in such a way that students were engaged in direct experience and focused reflection to construct knowledge. By exploring a physical gearbox model, working on subtasks for the design project, having group discussions, raising questions, getting feedback, and moving forward for next subtasks, students experienced the learning cycles of 'DO, OBSERVE, THINK, and PLAN' many times. Course survey results showed that application of experiential learning helped to improve student engagement and learning experience significantly. (As Provided).
Anmerkungen	Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01