The philosophical and pedagogical underpinnings of Active Learning in Engineering Education

Michael Christie; Erik de Graaff

doi:10.1080/03043797.2016.1254160

Back

The philosophical and pedagogical underpinnings of Active Learning in Engineering Education

Journal article

Open access

Peer reviewed

The philosophical and pedagogical underpinnings of Active Learning in Engineering Education

Michael Christie and Erik de Graaff

European Journal of Engineering Education, Vol.42(1), pp.5-16

2017

DOI: https://doi.org/10.1080/03043797.2016.1254160

Files and links (2)

pdf

PDF - Author Accepted Version1.42 MBDownload View

Accepted Version PDF - Author Accepted Version Open Access

url

https://doi.org/10.1080/03043797.2016.1254160View

Published Version

Abstract

active learning

engineering education

action research

problem- and project-based learning

In this paper the authors draw on three sequential keynote addresses that they gave at Active Learning in Engineering Education (ALE) workshops in Copenhagen (2012), Caxias do Sol (2014) and San Sebastian (2015). Active Learning in Engineering Education is an informal international network of engineering educators dedicated to improving engineering education through active learning (http://www.ale-net.org/). The paper reiterates themes from those keynotes, namely, the philosophical and pedagogical underpinnings of Active Learning in Engineering Education, the scholarly questions that inspire engineering educators to go on improving their practice and exemplary models designed to activate the learning of engineering students. This paper aims to uncover the bedrock of established educational philosophies and theories that define and support active learning. The paper does not claim to present any new or innovative educational theory. There is already a surfeit of them. Rather, the aim is to assist Engineering Educators who wish to research how they can best activate the learning of their students by providing a readable, reasonable and solid underpinning for best practice in this field.

Details

Title: The philosophical and pedagogical underpinnings of Active Learning in Engineering Education
Authors: Michael Christie (Author) - University of the Sunshine Coast - Faculty of Science, Health, Education and Engineering
Erik de Graaff (Author) - Aalborg University, Denmark
Publication details: European Journal of Engineering Education, Vol.42(1), pp.5-16
Publisher: Taylor & Francis Ltd.
Date published: 2017
DOI: 10.1080/03043797.2016.1254160
ISSN: 0304-3797
Copyright note: Copyright © 2017 Taylor & Francis Ltd. This is an electronic version of an article published in European Journal of Engineering Education, available online at: http://www.tandfonline.com/openurl?genre=article&issn=0304-3797&volume=42&issue=1&spage=5
Organisation Unit: School of Education - Legacy; University of the Sunshine Coast, Queensland
Language: English
Record Identifier: 99450532302621
Output Type: Journal article

Metrics

587 File views/ downloads

898 Record Views

84 Times Cited - Web of Science

InCites Highlights

These are selected metrics from InCites Benchmarking & Analytics tool, related to this output

Collaboration types: Domestic collaboration; International collaboration
Web Of Science research areas: Education & Educational Research

UN Sustainable Development Goals (SDGs)

This output has contributed to the advancement of the following goals:

Source: InCites