Assessment of significant learning from students and professors perspective focused on learning cycles promotion
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2017 Research in Engineering Education Symposium, REES 2017
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Abstract
The purpose of this work is research how to assess the dimensions of significant learning from the perspective of students and professors. According to the objective, the work is conducted through a methodological approach which integrates both Fink's learning taxonomy with the OADI learning cycles. This method is applied in the learning evaluation processes, within the frame of a study case in a Colombian university where the Fink approach was adopted as its pedagogical model. The results reflect that the interaction between the learning cycles of teachers and students encourages the creation of shared mental models reinforcing the incorporation of active learning spaces. This study makes it possible to broaden previous research on learning assessment, and provides elements on the articulation of the participant roles of the process and its interactions, to increase the capacity for action in significant learning. This is a contribution to organizations that incorporate, in their engineering programs, active learning approaches.
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Artificial intelligence, Education computing, Engineering education