Fostering ownership of learning in engineering education

Quental, Diogo, Reidsema, Carl and Kavanagh, Lydia (2014). Fostering ownership of learning in engineering education. In: Andrew Bainbridge-Smith, Proceedings of the AAEE2014 Conference. AAEE2014: 2014 Australasian Association for Engineering Education Conference, Wellington, New Zealand, (1-9). 8-10 December, 2014.

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Name Description MIMEType Size Downloads
Author Quental, Diogo
Reidsema, Carl
Kavanagh, Lydia
Title of paper Fostering ownership of learning in engineering education
Conference name AAEE2014: 2014 Australasian Association for Engineering Education Conference
Conference location Wellington, New Zealand
Conference dates 8-10 December, 2014
Proceedings title Proceedings of the AAEE2014 Conference
Place of Publication Barton, ACT, Australia
Publisher Australasian Association for Engineering Education
Publication Year 2014
Sub-type Fully published paper
Open Access Status
ISBN 9780473304287
Editor Andrew Bainbridge-Smith
Start page 1
End page 9
Total pages 9
Collection year 2015
Language eng
Formatted Abstract/Summary
BACKGROUND Engineering education is purposefully incorporating more active and online learning, with the Flipped Classroom becoming more prevalent (Bishop & Verleger, 2013; Reidsema et al., 2014). The interpersonal and thinking skills required from students to succeed in this new environment often require development, particularly in terms of improving their ability to learn and of taking more responsibility for their learning (Milner-Bolotin, 2001). These elements can be grouped in a broader concept, called Ownership of Learning (Wiley, 2009). Fostering Ownership of Learning (OL) across the curriculum appears to promote epistemological, ontological and practical benefits to student engagement (Barnett & Coate, 2005; Stevens et al., 2008). However, more information about the concept of OL became necessary, leading to an investigation to acquire further evidence of OL from engineering courses at the University of Queensland (UQ) that use the Flipped Classroom model.

PURPOSE This paper explores the concept of OL in further detail, aiming to support engineering students operating in the Flipped Classroom environment. This concept is being used as a model to explain the phenomenon of students changing their way of engaging with their learning, due to the learning challenges of the ill-structured Flipped Classroom model implemented at UQ from 2012. In particular, the research presented in this paper will elaborate on why: 1) Developing OL is important for engineering students to build their professional identity and 2) Understanding OL is important for educators to design Flipped Classrooms in engineering education.

DESIGN/METHOD Approaches to OL used in other disciplines were examined, critiqued and evaluated with respect to their applicability within the context of engineering education (Clark, 1991; Dudley-Marling & Searle, 1995; Wiley, 2009). This evaluation resulted in a tailored definition of student OL, which allowed the development of a framework for its investigation and future use in engineering courses at UQ.

RESULTS Preliminary results indicate that OL is a process, which is stimulated by triggering events (Clark, 1991; Wiley, 2009). These findings have led to the development of a framework for identification of some stages (categories) of the OL process, with the establishment of its respective indicators. These stages involve students having beliefs over the value of what they are learning, feeling responsibility for their learning and performing actions to take control of their learning, allowing for the development of self-efficacy along the pathway to own their learning (Clark, 1991; Bandura, 1997; Shroff et al., 2013). An underlying principle for OL involves students being able to organize their own learning, over the curriculum, and to recruit teaching and guidance for themselves (Lave & Wenger, 1991).

CONCLUSIONS Findings of this study suggest that fostering OL is an important pedagogical goal when designing courses and curriculum in engineering education. Evidence acquired from engineering courses at UQ indicate that OL is important for achieving higher order cognitive/affective skills, corroborating previous results from literature. Therefore, further data will be collected, to support and refine the OL theoretical framework being developed. This framework is expected to facilitate comprehension of why some students seem to do well in complex active learning courses while others do not, as well as enable a better understanding on why some courses appear to be more effective than others in developing OL.
Keyword Engineering education
Ownership of learning
Flipped classroom
Q-Index Code E1
Q-Index Status Confirmed Code
Institutional Status UQ

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Created: Wed, 18 Mar 2015, 15:49:14 EST by Brianne Mackinnon on behalf of School of Mechanical and Mining Engineering