ERIC Number: EJ1071925
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
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.
Descriptors: Interdisciplinary Approach, Higher Education, Teaching Methods, Outcomes of Education, Food Standards, Educational Environment, Thinking Skills, Skill Development, Problem Based Learning, Instructional Design, Management Development, Course Evaluation, Mixed Methods Research, Constructivism (Learning), Food Service, Engineering Education, Student Attitudes, Foreign Countries
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A