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Does student engagement improve when 1:1 device technologies are used and adapted to cater for individual learning styles during online delivery of engineering courses?

Firipis, Arthur and Joordens, Matthew 2015, Does student engagement improve when 1:1 device technologies are used and adapted to cater for individual learning styles during online delivery of engineering courses?, in AAEE 2015 : Blended design and project based learning. Proceedings of the 26th Australasian Association for Engineering Education Conference, AAEE, Geelong, Vic., pp. 1-15.

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Title Does student engagement improve when 1:1 device technologies are used and adapted to cater for individual learning styles during online delivery of engineering courses?
Author(s) Firipis, Arthur
Joordens, MatthewORCID iD for Joordens, Matthew orcid.org/0000-0003-2253-4428
Conference name Australasian Association for Engineering Education. Conference (26th : 2015 : Geelong, Vic.)
Conference location Geelong, Vic
Conference dates 6-9 Dec. 2015
Title of proceedings AAEE 2015 : Blended design and project based learning. Proceedings of the 26th Australasian Association for Engineering Education Conference
Editor(s) Oo, Aman
Patil, ArunORCID iD for Patil, Arun orcid.org/0000-0002-4009-0739
Hilditch, TimORCID iD for Hilditch, Tim orcid.org/0000-0003-0300-5774
Chandrasekaran, SivaORCID iD for Chandrasekaran, Siva orcid.org/0000-0003-2871-880X
Publication date 2015
Start page 1
End page 15
Total pages 15
Publisher AAEE
Place of publication Geelong, Vic.
Summary BACKGROUND OR CONTEXT: A developing international engineering industry is dependent on competition and innovation, creating a market for highly skilled graduates from respected overseas and Australian Engineering universities. The delivery of engineering teaching and learning via blended faceto-face, problem based, research focused and online collaborative learning will continue to be the foundation of future engineering education, however, it will be those institutions who can reshape its learning spaces within a culture of innovation using 1:1 devices that will continue to attract the brightest minds. Investing in educational research that explores the preferred learning styles of learners and matching this to specifically designed 1:1 personalized web applications may be the ‘value add’ to improve student engagement. In this paper, a survey of Australian engineering education is presented and contrasted against a backdrop of internationally recognised educational pedagogy to demonstrate how engineering teaching and learning has changed over time. This paper draws on research and identifies a gap where a necessity to question the validity of 1:1 devices as the next step in the evolution of engineering education needs to be undertaken. How will teaching and learning look using 1:1 devices and will it drive student demand into engineering higher
education courses. Will this lead to improving professional standards within a dynamic engineering education context? How will current and future teaching and learning be influenced by constructivism using 1:1 device technologies? How will the engineering industry benefit from higher education investment in individualised engineering education
using 1:1 devices for teaching and learning?
PURPOSE OR GOAL: To review the current academic thinking around the topic of 1:1 devices within higher education engineering teaching and learning context in Australia. To identify any gaps in the current understandings and use of 1:1 devices within engineering courses in Australia. To generate discussion and better understanding about how the use of 1:1 devices may hinder and/or improve teaching and learning and student engagement.
APPROACH: A review covering the development of engineering education in Australia and a broader international review of engineering teaching methodology. To identify the extent of research into the use and effectiveness of online strategies within engineering education utilising 1:1 devices for teaching and learning. i.e. “Students must feel that they are part of a learning community and derive motivation to engage in the study material from the lecturer.’ (Lloyd et al., 2001) It is proposed to add to the current body of understandings and explore the effectiveness of a constructiveness teaching approach using course material specifically designed to cater for individual learning styles and delivered via the use of 1:1 devices in the classroom. It is anticipated the research will contrast current engineering teaching and learning practices and identify factors that will facilitate a greater understanding about student connectedness and engagement with the teaching and learning experience; where a constructiveness environment is supported with the use of 1:1 devices. Also, it is anticipated that the constructed learning environment will foster a culture of innovation and students will be empowered to take control of their own learning and be encouraged to contribute back to the discussion initiated by the lecture and/or course material with the aid of 1:1 device technologies. A gap has been identified in the academic literature that show there is a need to understand the relationship between engineering teaching, learning, students engagement and the use of 1:1 devices.
DISCUSSION: A review covering the development of engineering education in Australia and a broader international review of engineering teaching methodology. To identify the extent of research into the use and effectiveness of online strategies within engineering education utilising 1:1 devices for teaching and learning. i.e. “Students must feel that they are part of a learning community and derive motivation to engage in the study material from the lecturer.’ (Lloyd et al., 2001) It is proposed to add to the current body of understandings and explore the effectiveness of a constructiveness teaching approach using course material specifically designed to cater for individual learning styles and delivered via the use of 1:1 devices in the classroom.
ANTICIPATED OUTCOMES: It is anticipated the research will contrast current engineering teaching and learning practices and identify factors that will facilitate a greater understanding about student connectedness and engagement with the teaching and learning experience; where a constructiveness environment is supported with the use of 1:1 devices. Also, it is anticipated that the constructed learning environment will foster a culture of innovation and students will be empowered to take control of their own learning and be encouraged to contribute back to the discussion initiated by the lecture and/or course material with the aid of 1:1 device technologies. A gap has been identified in the academic literature that show there is a need to understand the relationship between engineering teaching, learning, students engagement and the use of 1:1 devices.
RECOMMENDATIONS/IMPLICATIONS/CONCLUSION: A gap exists in the current research about the effectiveness and use of 1:1 devices in engineering education; therefore, it is necessary to undertake further research in the area. It is proposed to hypothesize and conduct field research to identify any shortcomings and possible benefits for engineering educators and learners within a constructivist-teaching
context that explores the relationship between the use of personalized 1:1 devices for teaching and learning, adapting for individual learning styles, and identification and application of appropriate teaching and learning strategies within a constructiveness engineering course approach. Research is required to clarify the following research questions;
• What education teaching and learning strategies best facilitate the use of 1:1 devices for online teaching and learning?
• Does student engagement improve when 1:1 device technologies are used and adapted to cater for individual learning styles during online delivery of engineering courses?
• What are the factors within a university engineering faculty that may hinder and/or support the use of 1:1 devices for online teaching and learning?
• To what extent do 1:1 devices assist engineering educators and students to foster a culture of innovation? The study results will offer engineering educators and students an opportunity to reflect on
their current teaching and learning practice, and contextualise the use of 1:1 devices as a tool to improve student engagement. It is expected the learning benefits will outweigh the implementation costs and derive a unique learning experience that will empower engineering educators and students to inspire a culture of innovation.
ISBN 9780730000419
Language eng
Field of Research 130103 Higher Education
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 ©2015, AAEE
Persistent URL http://hdl.handle.net/10536/DRO/DU:30082434

Document type: Conference Paper
Collection: School of Engineering
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