Effects of CBL
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Year: 2020
Type of publication: Conference paper
Abstract: Engineering education at Eindhoven University of Technology (TU/e) is in the process of changing from instruction and teacher-based education to inquiry- and challenge-based education, where students are challenged to solve open-ended problems in collaboration with stakeholders in the field of science and technology (Eindhoven University of Technology, 2018) and hence the teacher’s role becomes that of a coach. To determine students’ learning gains in both traditional and innovative education (i.e., challenge-based learning) at TU/e, we asked the following research question: Which (kinds of) learning gains do engineering students perceive in challenge-based learning versus traditional learning? To answer this question, we interviewed 13 students from “science” studies (e.g., Applied Mathematics), “core engineering” studies (e.g., Mechanical Engineering), and “social engineering” studies (e.g., Sustainable Innovation) about their perceived learning gains in traditional as compared to challenge-based courses. We used a new tool “pie chart drawing” to elicit students’ self-reported learning gains. Furthermore, we investigated students’ reflections on the learning trajectory “Responsible innovation in a global context” to get deeper insights into learning gains in a challenge-based learning trajectory. The results showed that students perceived learning gains regarding their disciplinary conceptual and procedural knowledge; general cognitive learning; affect and thoughts related to learning; skills on teamwork and communication; and knowledge and skills about enterprise and business. Learning gains that were mostly obtained in traditional courses focused on disciplinary conceptual and procedural knowledge. Learning gains in challenge-based courses stimulated students’ teamwork skills and collaboration with outside stakeholders (e.g., companies; institutes). General cognitive learning, communication with other students, and affect and thoughts related to learning were acquired in both traditional and challenge-based courses. The implications for CDIO related principles and engineering education in general will be discussed.
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Year: 2021
Type of publication: Journal article
Abstract: Research on the efectiveness of case studies in teaching engineering ethics in higher education is underdeveloped. To add to our knowledge, we have systematically compared the outcomes of two case approaches to an undergraduate course on the ethics of technology: a detached approach using real-life cases and a challenge-based learning (CBL) approach with students and stakeholders acting as co-creators (CC). We frst developed a practical typology of case-study approaches and subsequently tested an evaluation method to assess the students’ learning experiences (basic needs and motivation) and outcomes (competence development) and staf interpretations and operationalizations, seeking to answer three questions: (1) Do students in the CBL approach report higher basic needs, motivation and competence development compared to their peers in the detached approach? (2) What is the relationship between student-perceived co-creation and their basic needs, motivation and competence development? And (3) what are the implications of CBL/CC for engineering-ethics teaching and learning? Our mixed methods analysis favored CBL as it best supported teaching and research goals while satisfying the students’ basic needs and promoting intrinsic motivation and communication competences. Competence progress in other areas did not difer between approaches, and motivation in terms of identifed regulation was lower for CBL, with staf perceiving a higher workload. We propose that our case typology model is useful and that as a method to engage students as co-creators, CBL certainly merits further development and evaluation, as does our efectiveness analysis for engineering ethics instruction in general and for case-study approaches in particular.
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Year: 2020
Type of publication: Journal article
Abstract: Retention and transfer of information were tested in a second-year bachelor design-based learning project, and compared with a traditional bachelor level course. The project Signal and Systems is a core and compulsory course within the physics curriculum of the Applied Physics Department at the Eindhoven University of Technology, the Netherlands. Students from different year-level cohorts participated in a study consisting of a 15-open question test on systems, control technology, and Laplace transform. Students’ perceptions of active learning educational factors that may support understanding and the retention and transfer of information were also measured. A small number of students were interviewed in focus groups to validate the data on elements that promote retention and transfer. Results indicate that students following the design-based learning project recorded higher median marks in their assignments compared to those enrolled in the traditional course. Students from all cohorts agreed that the educational factors promoting learning were repetition of topics throughout the bachelor curriculum, practicing and providing feedback, and an explanation on errors made. Results from this study serve as a suitable example for tertiary educational practitioners to use design-based learning to facilitate retention and transfer.
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Year: 2023
Type of publication: Conference paper
Abstract: This paper’s purpose is to present the findings of exploratory research performed at TU/e innovation Space to gain a better understanding of what students learn in extracurricular student teams. Having a better understanding of student learning can help us make such learning more visible, which has a positive impact on students’ development of professional identity and employability. The scope of this study includes interviews with five alumni from student teams and an analysis of its outcomes. The results of the interviews’ analysis showed that students recognized that they experienced learning gains because of their participation in student teams. However, the process of describing the learning gains in a detailed way is not easy for them, showing that their extracurricular efforts did not make these learning gains explicit. Students reported learning gains associated with personal and professional skills (CDIO syllabus section 2) and interpersonal skills, collaboration, teamwork, and communication (CDIO syllabus section 3). Peer interactions and learning by doing were the most relevant media that promoted those learning gains. Finally, we conclude that additional methods such as observations during teamwork can help understand the mechanisms that facilitate learning.
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