The Conceptual Nuances of Technology-Supported Learning in Engineering

Autor/inn/en	Wolff, Karin; Kruger, Karel; Pott, Robert; de Koker, Nico
Titel	The Conceptual Nuances of Technology-Supported Learning in Engineering
Quelle	In: European Journal of Engineering Education, 48 (2023) 5, S.802-821 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wolff, Karin) ORCID (Kruger, Karel) ORCID (Pott, Robert) ORCID (de Koker, Nico)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2022.2115876
Schlagwörter	Engineering Education; Educational Technology; Teaching Methods; Instructional Effectiveness; Foreign Countries; Technology Uses in Education; Higher Education; Concept Formation; Online Courses; Distance Education; South Africa + Suchen Sie Ihr Suchwort? Ingenieurausbildung; Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Ausland; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Concept learning; Begriffsbildung; Online course; Online-Kurs; Distance study; Distance learning; Fernunterricht; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Enabling theory-practice bridging in engineering education is essential for developing twenty-first century graduate capabilities. Massification, resource constraints, and technological development have resulted in significant shifts to alternative forms of practical engagement, such as the use of online laboratories, but how do these contribute to learning? Based on three illustrative case studies at a research-intensive institution in the Global South, this paper offers a conceptualisation of the degrees of complexity entailed in multimodal approaches to teaching Fluid Mechanics, Finite Element Analysis and Control Systems at different stages of their respective programmes The paper examines the different levels of abstract-concrete learning when students engage with verbal, symbolic, graphic and physical representational artefacts designed to enable cumulative learning. The conceptual instruments are theoretically and methodologically drawn from Legitimation Code Theory dimensions, which lend themselves to the graphic analysis of knowledge practices. It is suggested that the explicit integration of and shifting between levels of abstraction and complexity with different kinds of technologies enables the kind of cumulative learning necessary to prepare technically-equipped graduates for complex twenty-first century engineering contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01