Why research-informed teaching in engineering education? A review of the evidence

Bubou, Gordon Monday; Offor, Ibebietei Temple; Bappa, Abubakar Saddiq

doi:10.1080/03043797.2016.1158793

Cited by 22 publications

(30 citation statements)

References 30 publications

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“…Many studies have documented students’ conceptual difficulties in the domain of electricity and magnetism 29–32 which will directly influence understanding of electromagnetic phenomena and its associated study. It is well documented by previous researchers that an appropriate choice of teaching pedagogy 33–41 and imagery 42–49 and education technology 50–64 fosters knowledge. Engineering education should prepare the students toward the design/synthesis level of Blooms taxonomy, and this can be accomplished if the activity-based learning 3 incorporates simulation tools 47,65,66 and microcomputer-based learning 47,50,67 must be embedded in an appropriate environment that intends to support specific aspects of discovery learning.…”

Section: Introductionmentioning

confidence: 93%

Efficacy of antenna engineering research orientation among graduate students at Mekelle University Ethiopian Institute of Technology

Mohammed

2018

International Journal of Electrical Engineering & Education

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The continual growth of antenna-based technologies has created an exponential demand for well-qualified workforce of antenna engineer/researchers, but the expertise for a smooth transition into job market is lagging. This study presents the effectiveness of using hybrid-flipped model integrated with educational technologies in a graduate Antenna Theory and Design course, and the influence it has on orienting students toward antenna research. This is important because graduate research in emerging technologies with good results will open the gateway for job and the prospect of a scholarship for higher education. The effectiveness of the proposed study is evaluated using the following metrics: (a) student response to the hybrid-flipped learning, (b) impact of educational technology on student learning, and (c) educational outcome toward antenna engineering research. Result of the study indicates that the number of students choosing antenna research increased from 14% in 2014–15 to 42% in 2015–16 and reaching to 70% in 2016–17, and the number of students for year 2017–18 is 77% Results of the study also reflect research in diverse antenna technologies with good research output to merit publication in journals of international repute.

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Section: Introductionmentioning

confidence: 93%

Efficacy of antenna engineering research orientation among graduate students at Mekelle University Ethiopian Institute of Technology

Mohammed

2018

International Journal of Electrical Engineering & Education

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“…In an effort to reduce academic risk, as well as to better prepare engineering students for the 21st century, a methodological change in the teaching method [3,4] was decided upon in our institution. Strong evidence accumulated over the past 35 years of significant gains in active learning of physics [5][6][7] motivated a pilot program of implementation of research-based [8] active learning in introductory physics course.…”

Section: Introductionmentioning

confidence: 99%

Active learning reduces academic risk of students with nonformal reasoning skills: Evidence from an introductory physics massive course in a Chilean public university

Lagubeau

Tecpan

Hernández

2020

Phys. Rev. Phys. Educ. Res.

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We present the findings of a pilot plan of active learning implemented in introductory physics in a Chilean public university. The model is research based as it considered a literature review for adequate selection and design of activities consistent with the levels of students' reasoning skills. The level of scientific reasoning is positively correlated to student success. By contrast to a control group of students following traditional lectures, we observed a significant reduction in failure rate for students that do not yet possess formal scientific reasoning. This profile of students being the majority, we conclude that implementing active learning is particularly suited to the first year of higher education in the context of a developing country. It fits the particularities of student profile and typical classroom size, leading to learning improvement and reduction of academic risk, as well as being financially sound.

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“…In this paper we advocate the importance of creating a research-based education environment where academics and students teach and learn through enquiry and research. This teaching and learning approach has been perceived as beneficial for promoting students' learning, interest and motivation in STEM disciplines (Wallin, Adawi, and Gold 2017;Bubou, Offor, and Bappa 2016;Hoskisson, Aldridge, and Bowater 2015;Weaver, Russell, and Wink 2008). A recent study by Rodenbusch et al (2016) points to the long-term undergraduate student gains that result from early engagement in research experiences during their undergraduate courses, denominated as course-based-research.…”

Section: Introductionmentioning

confidence: 99%

Research-based education as a model to change the teaching and learning environment in STEM disciplines

Huet

2017

European Journal of Engineering Education

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Research-based education as a model to change the teaching and learning environment in STEM disciplines This paper discusses the benefits and threats of promoting and reinforcing a research-based education environment to STEM undergraduate students. The paper explores the rationale for research-based education as a pedagogical driven approach, where undergraduate students learn through enquiry and discovery. Research evidence of a STEM case-study conducted in an English university is then presented, which sheds light on how this institution and STEM research active academics are fostering students' learning in a research-based education environment, the constraints they face, and the pedagogical solutions they propose to empower students' learning. The paper concludes with a set of recommendations aimed to raise the research-based education environment of STEM Faculties or Departments.

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Why research-informed teaching in engineering education? A review of the evidence

Cited by 22 publications

References 30 publications

Efficacy of antenna engineering research orientation among graduate students at Mekelle University Ethiopian Institute of Technology

Efficacy of antenna engineering research orientation among graduate students at Mekelle University Ethiopian Institute of Technology

Active learning reduces academic risk of students with nonformal reasoning skills: Evidence from an introductory physics massive course in a Chilean public university

Research-based education as a model to change the teaching and learning environment in STEM disciplines

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