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Special Issue "Teaching and Learning in Engineering Education"

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A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "STEM Education".

Deadline for manuscript submissions: 30 November 2023 | Viewed by 3379

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Special Issue Editor

Prof. Dr. Valery Vodovozov

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Department of Electrical Power Engineering and Mechatronics, Tallinn University of Technology, 19086 Tallinn, Estonia
Interests: teaching and learning; pedagogy and education; electric drive; power electronics
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

This Special Issue provides an opportunity for professors, scientists, professional engineers, and students to present their work, publish their results, exchange ideas, and network for contemporary and future scientific and industrial collaborations. The issue should serve as a catalyst for connecting local and international stakeholders, hence adding value to the global dialogue on how to contribute positively to the advancement of engineering education. Papers in all areas of engineering education are invited, with particular emphasis on the focus of such topics as:

Multidisciplinary approaches in engineering education;
K-12 STEM education initiatives;
Active learning at bachelor and master study levels;
Distance learning, blended learning, and team-based learning;
Engaging undergraduate and graduate engineering students in research;
Digital transformation;
Ethical challenges in engineering;
Women for leadership in engineering;
Equity, diversity, and inclusion;
Future-oriented and personalized educational concepts;
Game-based learning and gamification;
Non-traditional, virtual, and remote labs, exercises, and classrooms;
Multidisciplinary and transdisciplinary education.

Prof. Dr. Valery Vodovozov
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

engineering education
active learning
digital transformation
multidisciplinary education

Published Papers (5 papers)

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Research

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Open AccessArticle

Examining the Setting of Significant Learning Events during the Engineering School-to-Work Transition

Benjamin Lutz

and

Marie C. Paretti

Educ. Sci. 2023, 13(9), 871; https://doi.org/10.3390/educsci13090871 - 26 Aug 2023

Viewed by 373

Abstract

The school-to-work transition is a critical time for engineers that involves rapid learning across multiple fronts, but relatively little is known about the setting (i.e., how, where, and with whom) of significant learning experiences during this time. The purpose of the study is to examine the setting of significant learning events for recent engineering graduates. We used a multi-case study in which 12 recent engineering graduates responded to weekly reflective journal prompts for the first twelve weeks of their transition from school to work. Participants described significant learning events through a series of open-ended questions. We used both deductive and inductive coding to identify the setting of the event in terms of how, where, and with whom engineers engaged in learning at work. The findings highlight the emergent, social nature of workplace learning and point to critical differences across school and work. To better prepare students for professional practice, engineering educators should consider how they might create learning environments that promote effective transfer of knowledge and skills. Full article

(This article belongs to the Special Issue Teaching and Learning in Engineering Education)

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Open AccessArticle

Flipped Micro-Modules for Teaching Sustainable Engineering Practices

Huiying (Cynthia) Hou

Haoran Zhang

and

Yishan Wang

Educ. Sci. 2023, 13(8), 784; https://doi.org/10.3390/educsci13080784 - 01 Aug 2023

Viewed by 438

Abstract

With the aim of assisting students in acquiring the practical knowledge required for sustainable engineering practices, a new intervention method in the form of flipped micro-modules was developed. The perceived quality of the flipped micro-modules and their relationship with the students’ attitudes towards using them were then evaluated using an extended technology acceptance model (TAM-extended model). The quality of the flipped micro-modules was measured based on three aspects: the quality of the framework, the quality of the content, and the quality of the operation. The findings revealed that the students considered the framework of the flipped micro-modules to be the most important aspect. The findings also demonstrated that the flipped micro-modules have the potential to improve engineering education and prepare students for future sustainable engineering practices. Full article

(This article belongs to the Special Issue Teaching and Learning in Engineering Education)

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Open AccessArticle

Educational Pathways, Spatial Skills, and Academic Achievement in Graphic Expression in First Year of Engineering

José Sebastián Velázquez

Francisco Cavas

María Castillo Fuentes

and

Rafael García-Ros

Educ. Sci. 2023, 13(7), 756; https://doi.org/10.3390/educsci13070756 - 24 Jul 2023

Viewed by 369

Abstract

The subject of Graphic Expression, which is mandatory in the first year of engineering studies, showed poor academic results in recent years. This study analyzes the relationship and predictive capacity of various variables that previous research highlighted as relevant: prior academic preparedness, educational itinerary followed, mental rotation skills, videogame usage, as well as the gender and age of the students. A total of 161 first-year engineering students from a technical university in southern Europe participated in the study. Their spatial rotation skills were evaluated using the MRT-A, gathering information about the rest of the relevant variables and obtaining their academic results at the end of the course. The predictive capacity of the variables on academic performance was determined through linear regression techniques (grade in the subject, on a 0–10 scale) and logistic regression (pass/fail). All variables are significantly related to academic results in the expected direction, except for videogame usage and gender. No significant differences in spatial skills were found between genders, although differences were observed in videogame usage. The best predictors of performance are prior preparation and the educational itinerary followed. The results are discussed considering previous research, highlighting measures to improve results in Graphic Expression, with emphasis on training in spatial skills. Full article

(This article belongs to the Special Issue Teaching and Learning in Engineering Education)

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Open AccessArticle

Assessment of Supporting Visual Learning Technologies in the Immersive VET Cyber-Physical Learning Model

Matej Veber

Igor Pesek

and

Boris Aberšek

Educ. Sci. 2023, 13(6), 608; https://doi.org/10.3390/educsci13060608 - 14 Jun 2023

Viewed by 558

Abstract

Humanity faces diverse technological, societal, and sociological challenges. Digitalization is being integrated into every aspect of our lives. Technologies are developing rapidly and the ways in which we live and learn are changing. Young people are acquiring information and learning in a different way than in the recent past. Education systems are no longer keeping up with the development of technology. Education systems need to adapt and introduce technologies that motivate students and ultimately contribute to higher learning goals. To this end, we need to develop modern learning models that support education and technological development. In previous research, we developed and evaluated a state-of-the-art learning model, the CPLM. We built on this with a new study, in which we assessed the difference between the cognitive activities of attention and meditation in students during the viewing of a classical educational video, a 360° video, and an AR app on a screen. We found that the 360° video had the greatest impact on students’ attention and is consequently suitable for initially motivating students in the proposed learning model. We made a proposal for a modern educational model and possibilities for further research. Full article

(This article belongs to the Special Issue Teaching and Learning in Engineering Education)

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Review

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Open AccessReview

Characterizing Highly Effective Technology and Engineering Educators

Andrew John Hughes

Tyler S. Love

and

Kristine Dill

Educ. Sci. 2023, 13(6), 560; https://doi.org/10.3390/educsci13060560 - 30 May 2023

Viewed by 942

Abstract

There have been numerous definitions and models proposed in attempts to better conceptualize effective educators; however, there is no consensus on a definition or model that characterizes effective educators in all contexts. Specific to technology and engineering (T&E) education, the Standards for Technological and Engineering Literacy (STEL) proposed three elements (core standards and benchmarks, T&E practices, and T&E contexts) for standardization of instruction to ensure more effective T&E educators. However, this requires educators to possess a broad spectrum of integrative knowledge and practices to guide authentic T&E teaching and learning experiences, something which the literature has shown is not always correlated with teaching experience. This article examines various definitions and characteristics of effective educators as presented throughout the literature considered within the context of T&E education. The information presented in this article has implications for helping educators, educator preparation programs, and professional development providers identify and develop competencies that the literature suggests can result in more effective T&E educators. Full article

(This article belongs to the Special Issue Teaching and Learning in Engineering Education)

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