Using interactive online role-playing simulations to develop global competency and to prepare engineering students for a globalised world

May, Dominik; Wold, Kari; Moore, Stephanie L.

doi:10.1080/03043797.2014.960511

Cited by 23 publications

(19 citation statements)

References 31 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The clear communication of objectives makes engineering instruction more time‐ and cost‐efficient for instructors, students, and higher education institutions (Di Trapani & Clarke, ). Furthermore, the flexible structure of CBL allows for the implementation of additional pedagogical strategies that enhance student learning and student outcomes, including project‐based learning (Abdulaal et al, ; Dinsmore et al, ; Sommaruga et al, ), problem‐based learning (Veldman et al, ; Woodrow et al, ), experiential learning (Bensah et al, ; Di Trapani & Clarke, ; May et al, ), simulations/virtual reality (Lin et al, ; Tang, ), team‐based learning (Oladiran et al, ), and scaffolding (Evans et al, ).…”

Section: Resultsmentioning

confidence: 99%

“…For instance, the score of an online educational game can be interpreted as a student's ability to complete the tasks needed to score points in the game. These tasks can require specific area knowledge and/or professional competencies such as teamwork and communication skills (Dallosta, ; May et al, ). Furthermore, online testing can accommodate computer adaptive evaluation of student knowledge and can provide students with automated feedback based on the module assessment (Hsu & Ho, ).…”

Section: Resultsmentioning

confidence: 99%

See 1 more Smart Citation

A Review of Competency‐Based Learning: Tools, Assessments, and Recommendations

Henri

Johnson

Nepal

2017

J of Engineering Edu

120

View full text Add to dashboard Cite

Background Over the past decade, there has been a shift in science, technology, engineering and math education, especially in engineering, towards a competency‐based pedagogy. Competency‐based learning (CBL) is an outcome‐based, student‐centered form of instruction where students progress to more advanced work upon mastering the necessary prerequisite content and skills. Many articles have been published on the implementation of CBL in engineering higher education; however, the literature lacks a systematic review that summarizes prior work to inform both future research and practice. Purpose The purpose of this review is to integrate previous literature as well as identify gaps in competency‐based engineering higher education research. It summarizes the different approaches for implementing CBL, the effects of the pedagogy on student outcomes, tools to enhance its effectiveness, and assessment strategies. In addition, suggestions and recommendations for future research are provided. Method Engineering education articles were obtained from several EBSCO educational databases. The search was limited to articles published from 2005‐2015, and inclusion criteria consisted of peer‐reviewed journal articles that address the use of CBL in engineering higher education. Articles were then classified into several categories, summarized, and evaluated. Conclusions Theoretical and applied perspectives are provided that address both the theoretical basis for the effectiveness of CBL and practical aspects of implementing successful CBL instruction in engineering education. There are gaps in the literature regarding how CBL programs should be structured and assessed. Future research directions include empirical quantitative evaluation of CBL's pedagogical effectiveness and the use of CBL for teaching professional skills.

show abstract

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

A Review of Competency‐Based Learning: Tools, Assessments, and Recommendations

Henri

Johnson

Nepal

2017

J of Engineering Edu

120

View full text Add to dashboard Cite

show abstract

“…As suggested by the corpus analysis, a large proportion of studies link culture with nationality, with approximately half (15/31) of the papers taking an essentialist culture-as-given stance. These papers address the topic of culture, with the discussion focusing on educational projects in which participants were tasked to collaborate with people from other countries either directly (Arzberger et al, 2010;Jesiek, Haller, & Thompson, 2014;Mehalik, Lovell, & Shuman, 2008;Meunier, Dutto, Guillet, & Michau, 2007) or in geographically distributed virtual teams (Davies, Zaugg, & Tateishi, 2014;Gonzalez, Guerra-Zubiaga, Orta, & Contero, 2008;May, Wold, & Moore, 2015;McNair, Paretti, & Kakar, 2008;Zaugg & Davies, 2013). These authors, together with Downey et al (2006), LaFave et al (2015, Friesen and Ingram (2013), Hazelton, Malone, andGardner (2009), andSoibelman et al (2011), focus on the ability of graduates or professional engineers to work with others who have been raised or educated in "foreign" cultures (Swearengen, Barnes, Coe, Reinhardt, & Subramanian, 2002), countries, or language backgrounds.…”

Section: Close Readingsmentioning

confidence: 99%

Which “culture”? A critical analysis of intercultural communication in engineering education

Handford

Maele

Matouš

et al. 2019

J of Engineering Edu

View full text Add to dashboard Cite

Background It is increasingly acknowledged that technical expertise is not sufficient for engineers today, given the complex intercultural global contexts in which they are required to work. This article, therefore, examines how the concept of culture is typically operationalized in engineering education and discusses possible reasons for this approach. Purpose/Hypothesis The specific research question explored here is “How is culture conceptualized in engineering education?” Design/Method To examine this previously unasked question, a mixed‐methods methodology was developed, one that uses both quantitative and qualitative tools. More specifically, a corpus‐assisted discourse analysis of relevant engineering education articles published in leading academic journals between 2000 and 2015 was combined with a close reading of each and a critical discussion of two representative articles. Results Our findings reveal that, first, intercultural communication has not received the attention it deserves, given the multidisciplinary, diverse, global nature of the engineering profession. Furthermore, when intercultural concerns are discussed, the predominant approach is essentialist, meaning that culture is regarded as given (rather than constructed), framed in terms of differences between nations and potentially offering a causal explanation for individual behavior. This approach has been criticized for reinforcing stereotypical thinking and offering simplistic answers to complex problems. Conclusions We conclude by exploring reasons for the relatively wide‐spread acceptance of the “culture‐as‐given” approach in engineering education, then by urging educators to adopt a “small culture” approach for constructing culture in engineering, and finally by suggesting alternative ways for developing intercultural communicative competence.

show abstract

“…At present, research into team role-playing includes the application of role-play in practical teaching (Alvarez et al , 2011; Wold et al , 2013); the influence of role-playing on student social behavior and psychological development (Alvarez et al , 2011; May et al , 2015); and the application of the role-playing method in simulation evaluation (Huesca et al , 2010). Software engineering (Zuppiroli et al , 2012) and manufacturing engineering management (Rajan et al , 2010) have been the subject of role-playing, with the focus on biomedical education (Blagosklonov et al , 2006), engineering ethics (Prince, 2006), oral communication skills (Sindre, 2005) and learning-games applications (Duarte et al , 2011), which implies the suitability of team role-playing to cultivate problem-solving skills in such ITREs as BIM (Bennett et al , 2007).…”

Section: Literature Reviewmentioning

confidence: 99%

Improvement of students problem-solving skills through project execution planning in civil engineering and construction management education

Zhang

Xie

2019

ECAM

View full text Add to dashboard Cite

Purpose The purpose of this paper is to improve students’ problem-solving skills in civil engineering and construction management education. Design/methodology/approach The design includes structured role-playing as a pedagogical method in 21 project teams with a total of 82 undergraduate students at Chang’an University, China, in a nine-week Building Information Modeling (BIM) capstone course. The methodology is a teaching–learning experiment in a civil engineering education program with a detailed description of the empirical case and assessment instruments. The approach is to train project execution planning in a capstone course by role-playing with a real-world project using the procedures of the BIM Project Execution Planning Guide (PEPG) and process mapping. Findings The study finds that students can significantly improve their problem-solving skills through planning and role-specific communication during projects. Research limitations/implications The research sample needs to be expanded from senior-level undergraduate students to consider the different backgrounds and motivations of students. Practical implications This pedagogy is helpful to educators who are interested in group learning with a real-world project; the procedures of BIM PEPG; self-chosen responsibilities within a capstone course time framework; raising the awareness of the importance of planning; information exchange; and team cooperation. Originality/value This paper fulfills an identified need to study how role-playing in information and technology rich environments can be structured.

show abstract

Using interactive online role-playing simulations to develop global competency and to prepare engineering students for a globalised world

Cited by 23 publications

References 31 publications

A Review of Competency‐Based Learning: Tools, Assessments, and Recommendations

A Review of Competency‐Based Learning: Tools, Assessments, and Recommendations

Which “culture”? A critical analysis of intercultural communication in engineering education

Improvement of students problem-solving skills through project execution planning in civil engineering and construction management education

Contact Info

Product

Resources

About