Constructively aligned teaching and learning in higher education in engineering: what do students perceive as contributing to the learning of interdisciplinary thinking?

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Abstract

Increased attention to the need for constructively aligned teaching and learning in interdisciplinary higher education in engineering is observed. By contrast, little research has been conducted on the implementation of the outcome-based pedagogical approach to interdisciplinary higher education in engineering. Therefore, the present design-based research was undertaken to develop, implement, and evaluate a constructively aligned learning environment in the interdisciplinary field of food quality management. The practical aims were to reduce the perception held by the students of choppiness and to prevent them floundering in the disciplines; the theoretical aim was to accumulate theory on learning environment aspects that would help students to learn interdisciplinary thinking. The design-focused evaluation among 26 students showed that the practical aims were met, and concerning the theoretical aim, eight learning environment aspects were identified such as learning within an interdisciplinary framework. Further research should validate these aspects to continue with tackling teacher challenges on teaching interdisciplinary thinking.’ (Spelt et al, op cit).
Original languageEnglish
Pages (from-to)459-475
JournalEuropean Journal of Engineering Education
Volume40
Issue number5
DOIs
Publication statusPublished - 2014

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Teaching
learning environment
Education
Students
engineering
learning
education
student
quality management
Quality management
food
present
teacher
evaluation

Cite this

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title = "Constructively aligned teaching and learning in higher education in engineering: what do students perceive as contributing to the learning of interdisciplinary thinking?",
abstract = "Increased attention to the need for constructively aligned teaching and learning in interdisciplinary higher education in engineering is observed. By contrast, little research has been conducted on the implementation of the outcome-based pedagogical approach to interdisciplinary higher education in engineering. Therefore, the present design-based research was undertaken to develop, implement, and evaluate a constructively aligned learning environment in the interdisciplinary field of food quality management. The practical aims were to reduce the perception held by the students of choppiness and to prevent them floundering in the disciplines; the theoretical aim was to accumulate theory on learning environment aspects that would help students to learn interdisciplinary thinking. The design-focused evaluation among 26 students showed that the practical aims were met, and concerning the theoretical aim, eight learning environment aspects were identified such as learning within an interdisciplinary framework. Further research should validate these aspects to continue with tackling teacher challenges on teaching interdisciplinary thinking.’ (Spelt et al, op cit).",
author = "E.J.H. Spelt and P.A. Luning and {van Boekel}, M.A.J.S. and M. Mulder",
year = "2014",
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AU - Spelt, E.J.H.

AU - Luning, P.A.

AU - van Boekel, M.A.J.S.

AU - Mulder, M.

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AB - Increased attention to the need for constructively aligned teaching and learning in interdisciplinary higher education in engineering is observed. By contrast, little research has been conducted on the implementation of the outcome-based pedagogical approach to interdisciplinary higher education in engineering. Therefore, the present design-based research was undertaken to develop, implement, and evaluate a constructively aligned learning environment in the interdisciplinary field of food quality management. The practical aims were to reduce the perception held by the students of choppiness and to prevent them floundering in the disciplines; the theoretical aim was to accumulate theory on learning environment aspects that would help students to learn interdisciplinary thinking. The design-focused evaluation among 26 students showed that the practical aims were met, and concerning the theoretical aim, eight learning environment aspects were identified such as learning within an interdisciplinary framework. Further research should validate these aspects to continue with tackling teacher challenges on teaching interdisciplinary thinking.’ (Spelt et al, op cit).

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DO - 10.1080/03043797.2014.987647

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