The power of pull in engineering student learning

• Autores: Stuart Nettleton
• Localización: The International journal of engineering education, ISSN-e 0949-149X, Vol. 28, no. Extra 4, 2012, págs. 920-931
• Idioma: inglés
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• Resumen

  • Biggs’ Study Process Questionnaire is used to measure the constructive alignment of student choice with deep and shallowapproaches to learning in established undergraduate and postgraduate engineering subjects designed for pull-learning, in contrast topush-teaching. Dividend output factors of increased student marks are established for a deep approach to learning and the inverseof a Shallow Approach to learning. Empirical Bayesian analysis comprising Exploratory Factor Analysis and BayesianConfirmatory Strategies is used to deeply mine and draw inferences from relatively small sample sizes. This research confirmsBiggs’ suggestion that the tendency of education to erode towards Shallow Learning may be addressed through curriculum designthat constructively aligns student choices with deep engagement. Students in subjects designed for pull-learning do appreciate theconstructive alignment of their choices with deep engagement. Furthermore, there is a dividend payoff in marks for both deepengagement and the opposite of shallow engagement. The findings provide considerable optimism for the development of pull-learning techniques to increase the generic work-ready skills of graduate engineering students.