Incorporating Experiential Learning in Engineering Courses

Hajshirmohammadi, Atousa

doi:10.1109/mcom.2017.1700373

Cited by 33 publications

(20 citation statements)

References 2 publications

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“…Another important consideration is the need for an inter and multi-disciplinarily education (Ullah, 2013 ) that gives students tools for facing subjects such as environmental issues or over population (Marques, 2008 ). For these reasons, the aim of this project is to investigate a multidisciplinary approach that involves active methods, arts, manufacturing of parts (via additive manufacturing), and experimental learning (Hajshirmohammadi, 2017 ). As such, the selected museum pieces were studied, manufactured, and presented to students in both a primary school and a university.…”

Section: Introductionmentioning

confidence: 99%

A Combined Strategy of Additive Manufacturing to Support Multidisciplinary Education in Arts, Biology, and Engineering

2020

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This research presents results for the design and creation of supporting teaching materials using additive manufacturing. The materials are inspired by selected artwork of four animal species, which belong to a collection from the museum of the University of Antioquia. The topic selected was fauna in Colombia, and the animals in question were chosen based on important roles they have in areas like health, the environment, and food. These animals will complement science education given to several age groups visiting the museum. In addition to the 3D-manufactured objects, a study was conducted using several age groups that are very relevant to the museum: children, teenagers, and first year undergraduate students. A video showing technical information cards about the manufacturing process was also developed. This project was multidisciplinary, involving collaboration between the engineering school, the museum, and a local high school. The results showed that young visitors want complete information on the animals and to have interaction with the animal models, which is not always possible. This project serves as a local strategy not only for taking arts and knowledge out of the museum but also for planning first year courses in the university and thus reducing problems like school dropout, low motivation, and poor performance in national exams.

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Section: Introductionmentioning

confidence: 99%

A Combined Strategy of Additive Manufacturing to Support Multidisciplinary Education in Arts, Biology, and Engineering

2020

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“…Experiential learning continues to be a major consideration in improving learning outcomes as witnessed by recent research (Coker et al., ; Hajshirmohammadi, ; Morris, ; Tomkins & Ulus, ) and from increased calls from outside agencies to use experiential learning activities in higher education (AACSB, ). A 5‐year study at Elon University showed that key learning outcomes are driven by the depth and breadth of experiential learning college students are exposed to during their studies (Coker et al., ).…”

Section: Introductionmentioning

confidence: 99%

A Meta‐Analysis of the Relationship Between Experiential Learning and Learning Outcomes

Burch

Giambatista

Batchelor

et al. 2019

Decision Sci J Innov Edu

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Experiential learning activities have been used for over 40 years with the hope that they increase students learning. However, a definitive study that showed their overall effectiveness has not been produced. The purpose of this study is to address this gap in the literature. This meta‐analysis examined a 43‐year span and identified 13,626 journal articles, dissertations, thesis articles, and conference proceedings written about experiential learning and found only 89 of these studies contained empirical data with both a treatment and control group. Meta‐analysis of these studies show that students experienced superior learning outcomes when experiential pedagogies were employed. Further, learning outcomes were almost a half standard deviation higher (d = .43) in classes employing experiential learning pedagogies versus traditional learning environments. This review definitively, and quantitatively, shows the importance of experiential learning activities. We use these results to discuss future research areas that need to be addressed based on our analysis of potential moderators and provide recommendations on how to best employ experiential learning pedagogies.

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“…Thus, EL is referred to as the process of extracting meaning from direct experience, i.e., "learning from experience." [17] The experiential education is a "philosophy that informs many methodologies in which educators purposefully engage with learners in direct experience and focused reflection in order to increase knowledge, develop skills, clarify 1 3 values, and develop people's capacity to contribute to their communities." [18] The University of Chester refers to this type of EL as work-based learning, emphasizing the practical development of knowledge acquired in the institution and the exploration of personal sensitivity to solve problems with the intention of forming capable citizens to learn from their own experience in any environment [19].…”

Section: Literature Reviewmentioning

confidence: 99%

“…• Action or concrete experience involves the student's sensory and emotional commitment. where the experience is tested in a specific context [17,24].…”

Section: Literature Reviewmentioning

confidence: 99%

Experiential learning at Lean-Thinking-Learning Space

Garay-Rondero

Calvo

Salinas-Navarro

2019

Int J Interact Des Manuf

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This research paper presents a proposal for a learning model that extends the availability of resources for training and development of professional skills in the field of Lean Manufacturing. This research arises due to the lack and current limitations of effective teaching models for the development of professional competencies. The importance of this educational innovation proposal lies in being a unique reference frame of its type. This offers cutting-edge methods for optimization and process improvement tools, while developing general and disciplinary competencies in the area of industrial engineering. The notion of learning is presented in a context of real-world experiences to develop relevant competencies in real businesses settings for manufacturing and services. This work presents a literature review on competency-based education, experiential learning and challenge-based learning. Therefore, a background explanation of the proposed learning model and a learning space called Lean-Thinking-Learning Space are elaborated. Additionally, an experiment carried out to measure the development of competencies is showed in terms of comparing the teaching results of a course in two different learning spaces; namely, a traditional classroom and the proposed experiential learning space. The results of this investigation reflect an increase of 29% in the level of attainment of competencies observed in the experiential learning space proposed in this research work.

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Incorporating Experiential Learning in Engineering Courses

Cited by 33 publications

References 2 publications

A Combined Strategy of Additive Manufacturing to Support Multidisciplinary Education in Arts, Biology, and Engineering

A Combined Strategy of Additive Manufacturing to Support Multidisciplinary Education in Arts, Biology, and Engineering

A Meta‐Analysis of the Relationship Between Experiential Learning and Learning Outcomes

Experiential learning at Lean-Thinking-Learning Space

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