After the Workshop: A Case Study of Post-Workshop Implementation of Active Learning in an Electrical Engineering Course
After the Workshop: A Case Study of Post-Workshop Implementation of Active Learning in an Electrical Engineering Course
复制标题
研讨会后：电气工程课程中主动学习的研讨会后实施案例研究
DOI：
10.1109/te.2016.2562611
复制
发表时间：
2017
影响因子：
2.6
通讯作者：
M. Borrego
中科院分区：
文献类型：
--
作者：
Prateek Shekhar;M. Borrego
工程教育研究已经从经验上验证了主动学习相对于传统教学方法的有效性。然而，教育研究在教学实践中的传播一直缓慢。教师研讨会为当前和未来的教师提供了一个解决方案，以促进积极学习在工程教室的广泛采用。然而，大多数现有的研究依赖于教师自我报告，以评估工程教师研讨会的成功。研究人员注意到自我报告和实际课堂实施的差异。在本文中，使用课堂观察，教师访谈，学生调查和焦点小组，研究了一个工程教师的postworkshop实施主动学习的电气工程课程。研究结果表明，教师的教学理念的影响，在选择和设计的活动和随后的影响，这些设计选择对学生的参与。作者报告了教师和学生对主动学习练习的反应，并提出了工程教师发展的建议。
Engineering education research has empirically validated the effectiveness of active learning over traditional instructional methods. However, the dissemination of education research into instructional practice has been slow. Faculty workshops for current and future instructors offer a solution to promote the widespread adoption of active learning in engineering classrooms. However, most of the existing research has relied on faculty self-reporting to evaluate the success of engineering faculty workshops. Researchers have noted variations in self-reporting and the actual classroom implementation. In this paper, using classroom observations, faculty interviews, student surveys, and focus groups, the authors examine an engineering instructor's postworkshop implementation of active learning in an electrical engineering course. The findings demonstrate the influence of faculty conceptions of teaching in the selection and design of activities and the subsequent impact of these design choices on student engagement. The authors report the instructor's and students' responses to the active learning exercises and present recommendations for engineering faculty development.
影响因子：
3.8
作者：
Hora, Matthew Tadashi;Ferrare, Joseph J.
通讯作者：
Ferrare, Joseph J.