scholarly journals Teacher Competences for Active Learning in Engineering Education

2021 ◽  
Vol 13 (16) ◽  
pp. 9231
Author(s):  
Renato Martins das Neves ◽  
Rui M. Lima ◽  
Diana Mesquita
Keyword(s):  
Active Learning ◽  
Engineering Education ◽  
Learning Strategies ◽  
Professional Training ◽  
Full Time ◽  
Learning Context ◽  
Teacher Student ◽  
Teacher Competences ◽  
Class Context ◽  
Teaching Learning

The implementation of active learning strategies in engineering education still encounters barriers when facing conventional teaching-learning practices. This work aims to contribute to the discussion on teachers’ pedagogical competences required for active learning. This contribution is developed from the perceptions of 205 engineering teachers of Brazilian higher education institutions, centered on significant teaching competences necessary for teachers of engineering courses and how to develop them in the active learning context. The results show that essential competences identified by the participants are (I) teamwork (teachers’ cooperation); (II) teacher–student relationships (empathy); (III) feedback about students’ performance throughout the learning process; (IV) information and communication technology (ICT) competences; (V) selecting and adapting the teaching-learning methodologies to the class context; and (VI) creativity. A complementary logistic regression model suggested that female Ph.D. full-time teachers are more likely to employ active learning. Differences in active learning adoption among Brazilian regions were also captured by the model. The identified competences are essential for the sustainability of the innovation of teaching practices in the context of active learning, which may be used to inform more effective professional training of engineering teachers in the current globalized scenario.

Perceptions on the effectiveness of active learning strategies

2016 ◽  
Vol 8 (3) ◽  
pp. 360-375 ◽  
Author(s):  
Zeina Daouk ◽  
Rima Bahous ◽  
Nahla Nola Bacha
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Teaching Effectiveness ◽  
Learning Context ◽  
Education Students ◽  
Tertiary Institution ◽  
Content Type ◽  
Lecture Method ◽  
Active Learning Strategies ◽  
Teaching Learning

Purpose – The purpose of this paper is to determine students’ and instructors’ perceptions regarding the effectiveness of implementing active learning strategies in higher education courses conducted at a tertiary institution in Lebanon. Design/methodology/approach – Pre-service education students completed a questionnaire, professors were interviewed, and class sessions were observed. Findings – Main findings indicate that the majority of the learners as well as the instructors favoured active learning and are strong proponents of putting into effect this approach in all their courses. These findings indicate the positive perceptions towards active learning strategies and the possible impact that these perceptions have on students’ performance and learning. Research limitations/implications – Three major limitations have influenced the efficiency of this study. The number of participants is rather small. Only 37 education students were involved in this study. Furthermore, an additional limitation is that all the participants were females. Yet, it is worth noting that the majority of the students, who are majoring in education at that particular university, are females. Finally, it is worth mentioning that one of the researchers conducted the non-participant observations which might have influenced the data in one way or another. Practical implications – Implications from the results of the study are far reaching. A major implication is for the programmes to reconsider the organization of the classrooms to have rooms that allows for cooperative and group work. Also, classroom organization should be student centred with the teacher’s place not necessarily at the front of the room but possibly at different places in the room or even sitting with the student for some of the assignments. A second implication is that the classroom is to be viewed as a learning situation where the teacher is a guide, a facilitator in the teaching/learning context which would be blended with the lecture method when needed. A further implication is that teacher professional development is a priority for the agenda of educational institutions to help promote teaching effectiveness of this clearly important active learning. After all, the students are doing the learning and the teachers need to guide them in this process. Originality/value – The main value of this paper is to encourage university faculty members to change their teaching methods in order to engage and motivate learners.

scholarly journals Strategies of Developing General Competencies of Pre-service Teachers of Music

Pedagogika ◽  
2013 ◽  
Vol 112 (4) ◽  
pp. 39-45
Author(s):  
Jolanta Lasauskienė
Keyword(s):  
Learning Strategies ◽  
Music Teachers ◽  
Qualitative Content Analysis ◽  
Music Teacher ◽  
Learning To Learn ◽  
Educational Project ◽  
Teacher Student ◽  
Musical Activity ◽  
Teaching Learning ◽  
Student Reflections

According to the Lithuanian and foreign experience of educationalists, the present article discusses possibilities of developing general competencies of pre-service teachers of music by applying the project method. The research is related to analysis of opportunities to improve students’ competencies of reflection and learning to learn, as well as communication and cooperation. The problem of the research formulated: in what way and what impact project activities can exert on general competencies of future teachers of music; what are the basic strategies for developing general competencies of students involved in music pedagogy. The purpose of the research is to highlight basic strategies of developing general competencies of pre - service teachers of music. The methods of the research are as follows: analysis of scientific literature and documents, educational project, written student reflections, qualitative content analysis. Conclusions: The most important strategies connected with future music teacher general competencies by means of musical activity are related to the following: 1) promotion of students’ independent involvement in musical project activities (by strengthening the practice of socially important musical activities); 2) strengthening of teacher - student cooperation; 3) encouragement of learners to reflect and self - assess their own activities. Application of strategies related to development of general competencies during the educational project helped to fi various features connected with development of the competencies discussed above. It can be stated that the application of foreseen education strategies in project activities could have influenced the development of general competencies of future music teachers. While improving the study programmes for future music teachers, it is important to pay more attention to reflective teaching (learning) strategies and methods. While organizing project activities, it is advised to use the partnership based principles of pedagogy, which are validated on esteem, confidence and cooperation. While enhancing the independent student‘s involvement into musical project activities, it is advised to give the alternatives for students of activity selection.

Design of Experiments in Engineering Education

2020 ◽  
pp. 341-361
Author(s):  
Isabel M. João ◽  
João M. Silva
Keyword(s):  
Problem Solving ◽  
Experimental Design ◽  
Engineering Education ◽  
Learning Strategies ◽  
Process Optimization ◽  
Teaching And Learning ◽  
Statistical Experimental Design ◽  
Quality Literature ◽  
The Common ◽  
Teaching Learning

The chapter will start with an overview of today´s challenges of engineering education. DOE can be very effective for solving problems in view of the new pedagogical challenges in engineering education. The chapter reviews the progress of DOE in engineering teaching and learning for problem solving and for product/process optimization with focus on engineering education in this new millennium. The goal is to identify the main engineering areas accounting for the use of statistical experimental design in engineering education as well as the main teaching/learning strategies and the combination of other tools used to support the use of DOE in engineering education. The main contribution will be to bring up ideas from studies of DOE in teaching/learning engineering environments to better understand the deficit of utilization of such type of approaches in academic projects/experiments despite the common utilization of DOE in statistics and quality literature.

Active Learning Strategies...Not for the Birds!

2006 ◽  
Vol 3 (1) ◽  
Author(s):  
Donna J. Bowles
Keyword(s):  
Nursing Students ◽  
Active Learning ◽  
Learning Strategies ◽  
Knowledge Retention ◽  
Nursing Educators ◽  
Short Period ◽  
Active Learning Strategies ◽  
Assessment Techniques ◽  
Time Availability ◽  
Teaching Learning

Nursing students historically have struggled to learn a large amount of content in a short period of time. Reliance on intense memorization of endless facts from multiple textbook chapters is ineffective, exhausting, and generally does not result in knowledge retention. Nursing educators face the challenge of facilitating learning that promotes critical thinking through the use of strategies that actively engage the students. Creating an environment of learning where students come prepared to class and use the textbook material to enhance understanding and knowledge acquisition is imperative. This article presents active learning strategies that are flexible for varying class sizes, time availability, and topics. Classroom assessment techniques support the value of this teaching-learning approach.

scholarly journals ACTIVE LEARNING METHODS IN STUDIES: STUDENTS’ OPINIONS AND EXPERIENCES

2021 ◽  
Vol 1 ◽  
pp. 631-641
Author(s):  
Agita Šmitiņa ◽  
Ieva Margeviča-Grīnberga
Keyword(s):  
Higher Education ◽  
Active Learning ◽  
Active Engagement ◽  
Learning Methods ◽  
Constructive Feedback ◽  
Teacher Student ◽  
Frequent Use ◽  
Student Focus ◽  
Study Process ◽  
Teaching Learning

Rapid changes in education and pedagogy are related not only to the global crisis caused by COVID-19, but also to other changes determined by globalization and technological convergence—labour mobility, changes in different professions and changes in teacher–student relations—that are also affected by intergenerational differences. Changes in the pedagogical paradigm, which are included in the content of the Paris Communiqué (2018) and outlined in many important educational development and planning documents, emphasise students’ transition from being mere recipients of information to being participants actively engaged with new information in a learning environment. Following the identification of problems with a less frequent use of active participation methods in higher education, the University of Latvia implemented an Erasmus+ project entitled Entrance to Future Education (2017–2019). In this project, the authors summarized modern, inspiring, interactive, active engagement-oriented teaching/learning methods in higher education. During the project, several student focus groups were formed to discuss students’ experiences with active engagement methods in studies, and a handbook with various student active engagement methods and games was created. In 2020, 106 students from different Latvian universities were surveyed about their understanding and experience in relation to these teaching methods in their studies. The results showed that, according to students, attitude and ardour are essential for engaging students with enthusiasm and interest in the study process. The results of the survey show the varied experiences of students, as well as different understandings of active learning methods. Students noted that they most often experienced various group projects in studies, presentations and various tasks outside the classroom, but relatively rarely used such methods as creative video making, active use of game elements and constructive feedback from peers

scholarly journals Collaboration between faculty members and the Center for teaching and learning at Polytechnique Montreal

2013 ◽  
Author(s):  
Anastassis Kozanitis ◽  
Lina Forest
Keyword(s):  
Engineering Education ◽  
Student Learning ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Faculty Members ◽  
Full Time ◽  
New Faculty ◽  
Use Of Technology ◽  
Orientation Training ◽  
The Impact

The Center for teaching and learning at Polytechnique Montreal (PM) was created in 1977. Its mission is to encourage and help instructors to improve their teaching, and ultimately, contribute to improve student learning at both undergraduate and graduate levels. Among its many activities, the CTL provides a compulsory orientation, training, and integration program for new faculty members; offers consultations, workshops, and conferences; manages grants for pedagogical initiatives; and conducts house studies on pedagogical or academic issues. With time, CTL has had the opportunity to collaborate with PM leaders and faculty members, on a number of issues. For example, it has conducted house studies on the following topics: students’ learning strategies; students’ motivation to learn within different pedagogies (project-based; e-learning; traditional lecturing); three year follow-up study on the impact the revised programs have had on student learning and retention. CTL has published many articles whether in scientific or professional journals. CTL encourages and provides support for faculty members that publish in general or discipline specific engineering education journals. PM also funds and conducts engineering education research projects with the MATI (Maison des Technologie, house of technologies), specifically on the use of technology in the classroom and innovative pedagogy. MATI is a three-way partnership between HEC Montreal, University of Montreal and PM. They are currently working on the e-portfolio for the development of professional attributes in engineering. PM has also created a new category of instructors, called “chargé d’enseignement”. Their job is to teach full time at the undergraduate level. What sets them apart from ordinary part time instructors is that they must conduct research on their teaching, and actively participate in engineering education conferences. Finally, PM is contemplating allocating a chair for the scholarship of teaching and learning. This chair would be under a faculty member’ responsibility, and would help fund research on engineering education. It would also allow hiring PhD and master’s degree students.

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