Conference paper
An Australian University Comparison of Engineering Laboratory Learning Objectives Rankings
Proceedings of AAEE 2022, pp.1-9
Australasian Association for Engineering Education (AAEE) Annual Conference, 33rd (Sydney, Australia, 04-Dec-2022–07-Dec-2022)
Australasian Association for Engineering Education
2022
Abstract
CONTEXT:
The laboratory plays an important role within engineering education. Systematic literature reviews suggest the major focus of laboratory research is on the cognitive domain or that learning objectives are not clearly articulated. Work is needed to better understand holistic learning.
PURPOSE OR GOAL:
This study builds upon previous research to develop a holistic understanding of laboratory learning in engineering. This study scaffolds previous research by exploring the importance of a holistic list of learning objectives. It further develops an understanding of what factors may influence ranking decisions.
APPROACH OR METHODOLOGY/METHODS:
Australian academics were requested to rank items from the Laboratory Learning Objectives Measurement (LLOM) instrument using a Qualtrics survey. The items are separated across the cognitive, psychomotor and affective learning domains. A total of 95 academics from Australian institutions completed the survey.
ACTUAL OR ANTICIPATED OUTCOMES:
While a general structure of alignment was found across the learning objectives across the three domains, the alignment was strongest across the affective domain. Evidence suggests that engineering discipline based decisions influence ranking order in the cognitive and psychomotor domains.
CONCLUSIONS/RECOMMENDATIONS/SUMMARY:
The most important and least important objectives for each domain were found and was mostly consistent across Australian institutions. For everything in between (cognitive and psychomotor domains), further research is required to understand the impacts of discipline influences on ranking order. While previous research shows that affective items differ across international borders, they appeared uniform within Australian borders. This suggests that local culture, accreditation or expectations influence the importance of non-technical items and requires further exploration.
Details
- Title
- An Australian University Comparison of Engineering Laboratory Learning Objectives Rankings
- Authors
- Sasha Nikolic (Corresponding Author) - University of WollongongThomas Suesse (Author) - University of WollongongRezwanul Haque (Author) - University of the Sunshine Coast, Queensland, School of Science, Technology and EngineeringGhulam Hassan (Author) - University of Western AustraliaSarah Lyden (Author) - University of TasmaniaSarah Grundy (Author) - UNSW AustraliaScott Daniel (Author) - University of Technology SydneySulakshana Lal (Author) - Curtin UniversityMarina Belkina (Author) - Western Sydney University
- Publication details
- Proceedings of AAEE 2022, pp.1-9
- Conference details
- Australasian Association for Engineering Education (AAEE) Annual Conference, 33rd (Sydney, Australia, 04-Dec-2022–07-Dec-2022)
- Publisher
- Australasian Association for Engineering Education
- Date published
- 2022
- Organisation Unit
- School of Science, Technology and Engineering; University of the Sunshine Coast, Queensland
- Language
- English
- Record Identifier
- 99702197702621
- Output Type
- Conference paper
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