Literaturnachweis - Detailanzeige
Autor/inn/en | Pejuan, Arcadi; Antonijuan, Josefina |
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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 |
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 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). |
Anmerkungen | Routledge. 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 |