Independent Learning as Class Preparation to Foster Student-Centred Learning in First-Year Engineering Students

Autor/inn/en	Pejuan, Arcadi; Antonijuan, Josefina
Titel	Independent Learning as Class Preparation to Foster Student-Centred Learning in First-Year Engineering Students
Quelle	In: Research in Post-Compulsory Education, 24 (2019) 4, S.375-400 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pejuan, Arcadi) ORCID (Antonijuan, Josefina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359 6748
DOI	10.1080/13596748.2019.1584447
Schlagwörter	Engineering Education; Student Centered Learning; Educational Background; Academic Education; Vocational Education; Blended Learning; Active Learning; Independent Study; Homework; Teaching Methods; Guides; Web Sites; Task Analysis; Concept Formation; Student Attitudes; Tests; Scores; Comparative Analysis; College Students; Foreign Countries; Secondary Education; Grades (Scholastic); Spain + Suchen Sie Ihr Suchwort? Ingenieurausbildung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Vorbildung; Akademische Bildung; Ausbildung; Berufsbildung; Aktives Lernen; Selbststudium; Hausaufgabe; Teaching method; Lehrmethode; Unterrichtsmethode; Handbuch; Leitfaden; Web-Design; Aufgabenanalyse; Concept learning; Begriffsbildung; Schülerverhalten; Examination; Prüfung; Examen; Collegestudent; Ausland; Sekundarbereich; Notenspiegel; Spanien
Abstract	In first-year engineering students, a common teacher-centred, passive learning and deficient secondary educational backgrounds are often observed. However, there is a problematic difference whether the individual background is vocational education and training (VAT) or baccalaureate. This implies an educational need to level up these backgrounds, together with a more student-centred, active learning. As a possible practical remedy, an approach of independent learning before the class was implemented, as in a flipped classroom. To this end, students were requested to study the topic scheduled for the next class independently as an out-of-class activity or 'homework', by using sources suggested (handbooks and web pages). At first, this task was not monitored. In a second phase, the task was monitored by a handwritten summary delivered before the class. A questionnaire survey showed that this type of homework was perceived as fostering a better understanding of theory in class and a more appealing class, but only if it was controlled as described. In addition, some differences surfaced depending on a student's educational background (VAT vs. baccalaureate), but also in repeaters vs. non-repeaters. A quantitative comparison of final-exam marks and homework marks reveals a better performance by most students with sufficient homework, although with some limitations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01