NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1071925
Record Type: Journal
Publication Date: 2015
Pages: 17
Abstractor: As Provided
Reference Count: 109
ISSN: ISSN-0304-3797
Constructively Aligned Teaching and Learning in Higher Education in Engineering: What Do Students Perceive as Contributing to the Learning of Interdisciplinary Thinking?
Spelt, E. J. H.; Luning, P. A.; van Boekel, M. A. J. S.; Mulder, M.
European Journal of Engineering Education, v40 n5 p459-475 2015
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.
Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A