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Constructively Aligned Teaching and Learning in Higher Education in Engineering: What Do Students Perceive as Contributing to the Learning of Interdisciplinary Thinking?

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Title: Constructively Aligned Teaching and Learning in Higher Education in Engineering: What Do Students Perceive as Contributing to the Learning of Interdisciplinary Thinking?
Language: English
Authors: Spelt, E. J. H., Luning, P. A., van Boekel, M. A. J. S., Mulder, M.
Source: European Journal of Engineering Education. 2015 40(5):459-475.
Availability: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 17
Publication Date: 2015
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Interdisciplinary Approach, Higher Education, Teaching Methods, Outcomes of Education, Food Standards, Educational Environment, Thinking Skills, Skill Development, Problem Based Learning, Instructional Design, Management Development, Course Evaluation, Mixed Methods Research, Constructivism (Learning), Food Service, Engineering Education, Student Attitudes, Foreign Countries
DOI: 10.1080/03043797.2014.987647
ISSN: 0304-3797
Abstract: Increased attention to the need for constructively aligned teaching and learning in interdisciplinary higher education in engineering is observed. By contrast, little research has been conducted on the implementation of the outcome-based pedagogical approach to interdisciplinary higher education in engineering. Therefore, the present design-based research was undertaken to develop, implement, and evaluate a constructively aligned learning environment in the interdisciplinary field of food quality management. The practical aims were to reduce the perception held by the students of choppiness and to prevent them floundering in the disciplines; the theoretical aim was to accumulate theory on learning environment aspects that would help students to learn interdisciplinary thinking. The design-focused evaluation among 26 students showed that the practical aims were met, and concerning the theoretical aim, eight learning environment aspects were identified such as learning within an interdisciplinary framework. Further research should validate these aspects to continue with tackling teacher challenges on teaching interdisciplinary thinking.
Abstractor: As Provided
Number of References: 109
Entry Date: 2015
Accession Number: EJ1071925
Database: ERIC
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  Data: Constructively Aligned Teaching and Learning in Higher Education in Engineering: What Do Students Perceive as Contributing to the Learning of Interdisciplinary Thinking?
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  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Engineering+Education%22"><i>European Journal of Engineering Education</i></searchLink>. 2015 40(5):459-475.
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  Data: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
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  Data: 10.1080/03043797.2014.987647
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  Data: Increased attention to the need for constructively aligned teaching and learning in interdisciplinary higher education in engineering is observed. By contrast, little research has been conducted on the implementation of the outcome-based pedagogical approach to interdisciplinary higher education in engineering. Therefore, the present design-based research was undertaken to develop, implement, and evaluate a constructively aligned learning environment in the interdisciplinary field of food quality management. The practical aims were to reduce the perception held by the students of choppiness and to prevent them floundering in the disciplines; the theoretical aim was to accumulate theory on learning environment aspects that would help students to learn interdisciplinary thinking. The design-focused evaluation among 26 students showed that the practical aims were met, and concerning the theoretical aim, eight learning environment aspects were identified such as learning within an interdisciplinary framework. Further research should validate these aspects to continue with tackling teacher challenges on teaching interdisciplinary thinking.
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  Data: 2015
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  Data: EJ1071925
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