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Graduating Students' Perceptions of Learning Design in an Undergraduate Engineering Course

Nepal,K 2014, Graduating Students' Perceptions of Learning Design in an Undergraduate Engineering Course, in AAAE 2014 : Proceedings of the 2014 Australasian Association for Engineering Education Conference, Australasian Association for Engineering Education, Barton, ACT, pp. 1-6.

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Title Graduating Students' Perceptions of Learning Design in an Undergraduate Engineering Course
Author(s) Nepal,K
Conference name Australasian Association for Engineering Education. Conference (2014 : Wellington, New Zealand)
Conference location Wellington, NZ
Conference dates 2014/12/8 - 2014/12/10
Title of proceedings AAAE 2014 : Proceedings of the 2014 Australasian Association for Engineering Education Conference
Editor(s) Bainbridge-Smith,A
Qi,ZT
Gupta,GS
Publication date 2014
Conference series Australasian Association for Engineering Education Conference
Start page 1
End page 6
Total pages 6
Publisher Australasian Association for Engineering Education
Place of publication Barton, ACT
Keyword(s) contemporary learning system
learning design
students' perceptions
Summary BACKGROUNDUndergraduate Civil Engineering Course at Deakin University, Australia is relatively a new course. It graduated its second main cohort in 2013. Since its beginning in 2012, this study has been running an internal annual Course Experience Surveys targeted at uncovering the graduating students’ perceptions on three components of contemporary learning system provided by Deakin University learning design, learning environment and the human factor. Learning design covers the learning curriculum, learning resources, learning activities and learning supports; learning environment includes physical environment, virtual environment and psychosocial environment; and human factor includes learners, facilitators/teachers and help/support staff and their culture. There is a common agreement among educators in higher education that these three components of learning system should interact and complement each other in order to maximise student learning. This paper coversonly learning design aspect of the overall surveys from 2012 and 2013.PURPOSEThe aim of this study is to analyse the students’ perceptions of learning design provided by Deakin University to its undergraduate civil engineering students in 2012 and 2013. This will help track down the progresses in different aspects of learning design and to understand whether the learning design provided by the institution have actually helped students in their learning and met their learning expectations.DESIGN/METHODThis study adopts questionnaire approach to collect original data by asking students about their perceptions of learning design provided by the institution. 5-point Likert-scale questionnaire survey (strongly disagree, disagree, neutral, agree, strongly agree) is developed and responses are collected. The responses are then statistically analysed in order to uncover the students’ perceptions of learning design provided by the university.RESULTSThe statistical analysis shows that the graduating students in both 2012 and 2013 did not perceive some important aspects of the learning design of the undergraduate civil engineering program/course as good as they expected. Moreover, in line with the shift in the learning design paradigm from content-centric to more inclusive learning design where soft skills, self-directed learning skills and research skills are incorporated, graduating students clearly perceived these changes. However, respondents’ perceptions on some components of learning design got slightly down in 2013 compared with 2012 particularly the ‘learning resources’, ‘learning activities’ and ‘learning supports’.CONCLUSIONSThe shift in the learning design paradigm of the undergraduate civil engineering program/course at Deakin University from teacher-centric to student-centric between 2012 and 2013 has not been perceived by students positively as expected. Students have clearly indicated that they prefer improved curriculum, quality learning resources, customised learning activities and additional learning supports in order to successfully implement student-centric learning design.
ISBN 9780473304287
Language eng
Field of Research 130103 Higher Education
130202 Curriculum and Pedagogy Theory and Development
130212 Science, Technology and Engineering Curriculum and Pedagogy
Socio Economic Objective 930102 Learner and Learning Processes
HERDC Research category E1 Full written paper - refereed
ERA Research output type E Conference publication
Copyright notice ©2014, Australasian Association for Engineering Education
Free to Read? Yes
Persistent URL http://hdl.handle.net/10536/DRO/DU:30069222

Document type: Conference Paper
Collections: School of Engineering
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Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.