Evaluation of reflective writing in a first year engineering course

Quental, Diogo (2013). Evaluation of reflective writing in a first year engineering course. In: Charles Lemckert, Graham Jenkins and Susan Lang-Lemckert, Proceedings of the 24th Annual Conference of the Australasian Association for Engineering Education: AAEE2013 Proceedings. AAEE 2013: 24th Annual Conference of the Australasian Association for Engineering Education, Gold Coast, QLD, Australia, (1-9). 8-11 December, 2013.

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Name Description MIMEType Size Downloads
Author Quental, Diogo
Title of paper Evaluation of reflective writing in a first year engineering course
Conference name AAEE 2013: 24th Annual Conference of the Australasian Association for Engineering Education
Conference location Gold Coast, QLD, Australia
Conference dates 8-11 December, 2013
Proceedings title Proceedings of the 24th Annual Conference of the Australasian Association for Engineering Education: AAEE2013 Proceedings
Place of Publication Nathan, QLD, Australia
Publisher Griffith School of Engineering, Griffith University
Publication Year 2013
Sub-type Fully published paper
Open Access Status
ISBN 9780992409906
Editor Charles Lemckert
Graham Jenkins
Susan Lang-Lemckert
Start page 1
End page 9
Total pages 9
Collection year 2014
Language eng
Formatted Abstract/Summary
A new first year second semester course, ENGG1200 “Engineering Modelling & Problem Solving” was implemented at the University of Queensland, Australia in 2012. The course required students to take charge of their own learning through unique delivery of content comprising online modules, workshops, laboratories, and teamwork. Assessment included a series of reflective writing tasks with the twofold aim of developing and enhancing students’ integrative writing skills while at the same time asking the individual student to explore and comment on their own progress within the course. In this study, the focus is on the last reflection (R5), which aimed to gauge student’s perceptions of personal goal attainment within the course, their involvement in the course, what lessons they had learnt and what helped them during the process/course. This paper presents and discusses preliminary results obtained through semantic analysis of the reflections and comparison with other related student data. Previous studies from (Reidsema et al., 2009 and 2010; McAlpine et al., 2007) show that while the use of student’s critical reflections to evaluate student learning has been on the initial evidence successful; the practice is still rare in Engineering courses...
Keyword Engineering education
Reflective writing
Ownership of learning
Q-Index Code E1
Q-Index Status Confirmed Code
Institutional Status UQ

 
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Created: Wed, 18 Dec 2013, 15:09:12 EST by Deanna Mahony on behalf of School of Mechanical and Mining Engineering