publication . Article . 2017

Action learning in undergraduate engineering thesis supervision

Stappenbelt, Brad;
Open Access Catalan; Valencian
  • Published: 01 Mar 2017 Journal: JOTSE: Journal of technology and science education (issn: 2013-6374, Copyright policy)
  • Publisher: JOTSE: Journal of technology and science education
Abstract
In the present action learning implementation, twelve action learning sets were conducted over eight years. The action learning sets consisted of students involved in undergraduate engineering research thesis work. The concurrent study accompanying this initiative investigated the influence of the action learning environment on student approaches to learning and any accompanying academic, learning and personal benefits realised. The influence of preferred learning styles on set function and student adoption of the action learning process were also examined. The action learning environment implemented had a measurable significant positive effect on student academ...
Subjects
free text keywords: Special aspects of education, Learning strategies, Education, Ensenyament universitari, Engineering (General). Civil engineering (General), Action learning, undergraduate research projects, deep learning approach, graduate attributes, learning styles, experiential learning, Active learning, Undergraduate research projects, :Ensenyament i aprenentatge::Ensenyament universitari [Àrees temàtiques de la UPC], Aprenentatge per experiència, :Ensenyament i aprenentatge::Psicologia de l'educació::Psicologia de l'aprenentatge [Àrees temàtiques de la UPC], Graduate attributes, Technology, L, LC8-6691, Education, Higher--Research, Experiential learning, TA1-2040, Learning styles, T, Action learning, Deep learning approach, Aprenentatge actiu, Estratègies d'aprenentatge, Undergraduates
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publication . Article . 2017

Action learning in undergraduate engineering thesis supervision

Stappenbelt, Brad;