Experiential learning at home in an engineering thermodynamics course
13th IEEE Global Engineering Education Conference, EDUCON 2022
; 2022-March:1275-1278, 2022.
Article
in English
| Scopus | ID: covidwho-1874221
ABSTRACT
The teaching-learning process in an Engineering thermodynamics course benefits from laboratory components as experiential learning activities. Unfortunately, the COVID-19 pandemic brought difficulties for the use of experiential learning in lab-based topics. This work describes the results from implementing an at-home non-traditional laboratory, where the students had to design and build a prototype to conduct experiments and analyse results. Results indicate positive learning outcomes and both acceptance and satisfaction from the students;the students had a mean mark of 89.22;comparatively, the previous year in-person overall mean mark was 87.98. Moreover, from a conducted student experience survey, in terms of overall satisfaction, the obtained score was 9 out of 10, while when the module was taught in-person the average score was 9.1. © 2022 IEEE.
Educational Innovation; Experiential learning; Higher Education; Non-traditional laboratory; Project-Based Learning; Engineering education; Laboratories; Thermodynamics; Educational innovations; Engineering thermodynamics; High educations; Laboratory components; Non-traditional; Project based learning; Teaching-learning process; Thermodynamics course; Students
Full text:
Available
Collection:
Databases of international organizations
Database:
Scopus
Type of study:
Prognostic study
Language:
English
Journal:
13th IEEE Global Engineering Education Conference, EDUCON 2022
Year:
2022
Document Type:
Article
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