Ulster University Logo

Engaging students as partners in developing online learning and feedback activities for first year fluid mechanics

Brown, Alan (2018) Engaging students as partners in developing online learning and feedback activities for first year fluid mechanics. European Journal of Engineering Education, 43 (1). pp. 26-39. [Journal article]

This is the latest version of this item.

[img] Text (pdf) - Accepted Version
653kB
[img] Text (Acceptance letter) - Supplemental Material
Restricted to Repository staff only

99kB

URL: https://www.tandfonline.com/doi/full/10.1080/03043797.2016.1232372

DOI: 10.1080/03043797.2016.1232372

Abstract

Much learning takes place outside of formal class settings, yet students starting in higher education are not always well equipped with independent learning skills, appropriate self-knowledge or the required levels of intrinsic motivation This project used students as partners to develop resources that could be used by first year undergraduates in fluid mechanics, using activities and receiving feedback through the VLE, in order to build these three attributes of independent learnersWhile there were significant benefits to the students who developed the resources, the target students saw much lower benefits as a result of poorer than expected engagement.. The challenge this research presents is to develop activities that maximise engagement in large classes, as well as develop appropriate independent learning skills.

Item Type:Journal article
Keywords:Engineering Education Research Fluid Dynamics Active Learning Student Involvement
Faculties and Schools:Faculty of Computing & Engineering
Faculty of Computing & Engineering > School of Engineering
Research Institutes and Groups:Engineering Research Institute
Engineering Research Institute > Nanotechnology & Integrated BioEngineering Centre (NIBEC)
ID Code:39668
Deposited By: Dr Alan Brown
Deposited On:15 Mar 2018 11:48
Last Modified:15 Mar 2018 11:48

Available Versions of this Item

Repository Staff Only: item control page