Quantification of students’ active learning in design, build, and test engineering modules

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dc.contributor.author Milisavljevic-Syed, Jelena
dc.date.accessioned 2023-02-01T11:56:01Z
dc.date.available 2023-02-01T11:56:01Z
dc.date.issued 2023-01-18
dc.identifier.citation Milisavljevic Syed J. (2023) Quantification of students’ active learning in design, build, and test engineering modules. Developing Academic Practice, January 2023, pp. 17-37 en_UK
dc.identifier.issn 2732-5725
dc.identifier.uri https://doi.org/10.3828/dap.2023.2
dc.identifier.uri https://dspace.lib.cranfield.ac.uk/handle/1826/19075
dc.description.abstract The focus in this paper is to address the primary research question ‘How can instructors leverage assessment tools in design, build, and test modules to quantify students’ active learning well enough to improve modules for future students?’ In the engineering module, Product Design Group Project (PDGP), the primary goal is to enable students to internalize five principles of engineering design (POED), wherein each assignment students are tasked with writing learning statements (LS). LS captures how much students internalize the target POED and formulate an understanding of how to apply this knowledge moving forward. Each academic year in the PDGP module, at a university in north-west England, around 780 LS are consented by module students. In this paper, a flexible text mining framework is used to process LS and analyse students’ learning and improve the delivery of design, build, and test engineering modules, such as the PDGP. en_UK
dc.language.iso en en_UK
dc.publisher University of Liverpool en_UK
dc.rights Attribution 4.0 International *
dc.rights.uri http://creativecommons.org/licenses/by/4.0/ *
dc.subject active learning en_UK
dc.subject learning statements en_UK
dc.subject text mining en_UK
dc.subject self-reflection en_UK
dc.subject assessment tool en_UK
dc.title Quantification of students’ active learning in design, build, and test engineering modules en_UK
dc.type Article en_UK


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