Development and evaluation of flexible learning approaches in technical education.

The submission contains published work devoted to the development and evaluation of flexible approaches to the formation of the technologist. While it is wide ranging it is integrated by the core themes that the technologist has unique characteristics and needs which require the use of specific and appropriate educational methodologies. Knowledge of the perceptions, character and needs of engineers is considered to be an essential pre-requisite of developing appropriate solutions. The published work on the personality and socialisation of the engineer extends longitudinally from schoolchildren to practising graduate engineers. It also includes all years of engineering undergraduate courses, students who have withdrawn from such courses, students who have had interposed work experience. Major sections of this continuing research have been published and are presented. The findings are formalised in models of the engineer’s formation and of engineering education. A very pertinent finding was that the naive perceptions of those who enter undergraduate courses are ill-matched to the approach of these courses. This leads to dissonance and, not infrequently, to voluntary departure. Given the dissonance experienced by many entrants to university it was logical that the issue of induction should be addressed. Innovative activity-based approaches to induction were designed to address this dissonance. Many features remain novel. The approach derived from extensive research and the underlying design model has now been made explicit. This model is contended to be highly significant as it clarifies the role of induction in influencing the student’s persistence decisions. Engineers were found to have a self-perception of being practically orientated. The approach to practical application is, therefore, critical. The report covers investigations of supervised work placements, work-based learning and experimental work particularly in laboratories. Various findings of this research, for example on student-centred experimentation, are novel and as they are in the context of engineering provide valuable guidance to others working in this area. General methods developed to enhance the educational experience of engineers include the development of open and distance learning materials using various media and in particular computer-aided learning packages. To provide a distance-learning alternative to laboratory work simulations were developed. It was found that, while they might in some circumstances be necessary, most engineers viewed them as inferior to practical work. A current research topic is the use of design-led learning and important conclusions drawn from this will provide guidance for engineering faculty. Novel approaches to class participation and to self and peer-assessment were introduced and evaluated in depth. Another major concern for the author at this time is the role of misconceptions of fundamental physics principles in student performance. Research into the nature of these has led to the development web-based diagnostic test. The conclusion is that significant contributions have been made to knowledge and understanding of the engineer’s personality, the needs of the engineering industry and the content of engineering courses has been evaluated and enhanced methods have been developed and tested. Many of these findings have been formalised into theories and models which can be used to guide further developments.

Grantor dc:publisher.institution

Robert Gordon University

Year dc:date.issued

2003

Author dc:creator

• Edward, Norman Stewart

Advisor dc:contributor.advisor

• H. Ellington and L. Power

• Flexible learning
• Technical education
• The Technologist
• Educational methodologies
• Engineers
• Computer-aided learning packages

Language dc:language

en

Identifier

oai:rgu-repository.worktribe.com:2807371
https://doi.org/10.48526/rgu-wt-2807371

OAI identifier oai:identifier

oai:rgu-repository.worktribe.com:2807371