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Perceptions of the relative importance of student interactions for the attainment of engineering laboratory-learning outcomes

Perceptions of the relative importance of student interactions for the attainment of engineering... Engineering degree programmes include a significant amount of practical work for which national accrediting bodies stipulate a set of laboratory-learning outcomes. This paper sets out to understand how students’ interactions in the laboratory contribute to the attainment of laboratory-learning outcomes. The investigation was conducted in the traditional face-to-face laboratory mode. Results from surveys of final-year students and instructors are reported. Students’ and instructors’ perspectives of the relative importance of four main types of student interaction to meet each of the Engineers Australia laboratory-learning outcomes are also presented. Students primarily expected to interact with instructors more than with students (directly or through observation of interactions) or equipment for their achievement of the learning outcomes, whereas instructors reported that all of the interactions are important to achieve the learning outcomes. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Australasian Journal of Engineering Education Taylor & Francis

Perceptions of the relative importance of student interactions for the attainment of engineering laboratory-learning outcomes

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Perceptions of the relative importance of student interactions for the attainment of engineering laboratory-learning outcomes

Abstract

Engineering degree programmes include a significant amount of practical work for which national accrediting bodies stipulate a set of laboratory-learning outcomes. This paper sets out to understand how students’ interactions in the laboratory contribute to the attainment of laboratory-learning outcomes. The investigation was conducted in the traditional face-to-face laboratory mode. Results from surveys of final-year students and instructors are reported. Students’ and...
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Publisher
Taylor & Francis
Copyright
© Engineers Australia
ISSN
1325-4340
eISSN
2205-4952
DOI
10.1080/22054952.2020.1860363
Publisher site
See Article on Publisher Site

Abstract

Engineering degree programmes include a significant amount of practical work for which national accrediting bodies stipulate a set of laboratory-learning outcomes. This paper sets out to understand how students’ interactions in the laboratory contribute to the attainment of laboratory-learning outcomes. The investigation was conducted in the traditional face-to-face laboratory mode. Results from surveys of final-year students and instructors are reported. Students’ and instructors’ perspectives of the relative importance of four main types of student interaction to meet each of the Engineers Australia laboratory-learning outcomes are also presented. Students primarily expected to interact with instructors more than with students (directly or through observation of interactions) or equipment for their achievement of the learning outcomes, whereas instructors reported that all of the interactions are important to achieve the learning outcomes.

Journal

Australasian Journal of Engineering Education – Taylor & Francis

Published: Jul 2, 2020

Keywords: Student interactions; engineering laboratories; face-to-face laboratory; laboratory-learning outcomes

References

  • Criteria for Accrediting Engineering Programs
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  • An Investigation into the Effectiveness of Problem-based Learning in a Physical Chemistry Laboratory Course
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  • A Study of the Relative Importance of Student Interactions for the Attainment of Laboratory-learning Outcomes
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