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Engineering curriculum design - understanding motivational variables and their influence on self-directed learners when using 1:1 mobile devices

Firipis, Arthur, Joordens, Matthew and Chandraskaren, Siva 2017, Engineering curriculum design - understanding motivational variables and their influence on self-directed learners when using 1:1 mobile devices, International journal for innovation education and research, vol. 5, no. 9, pp. 8-31.

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Title Engineering curriculum design - understanding motivational variables and their influence on self-directed learners when using 1:1 mobile devices
Author(s) Firipis, Arthur
Joordens, MatthewORCID iD for Joordens, Matthew orcid.org/0000-0003-2253-4428
Chandraskaren, Siva
Journal name International journal for innovation education and research
Volume number 5
Issue number 9
Article ID 816
Start page 8
End page 31
Total pages 24
Publisher International Educative Research Foundation and Publisher
Place of publication Dhaka, Bangladesh
Publication date 2017-09-30
ISSN 2411-3123
2411-2933
Keyword(s) 1:1 Mobile Device
Engineering Education
Learners
Active Learning
Self-regulated
Summary Engineering curriculum design and delivery within the framework of budget restraints, learning outcome policies and industry standards, is a complex task that understandably universities and the engineering industry invest significant resources. It would be expected that what is actually occurring within the engineering learning space is a reflection of the constraints upon the industry, producing graduates, and products and services that provide a return on investment through intellectual capital. Firstly, the literature review will contextualise and explain the engineering student’s motivational variables to actively engage in their learning spaces, and how this may be applied by curriculum designers to improve the quality and delivery of courses. In particular, what are the intrinsic and extrinsic motivational variables and associated values that student’s desire during their engineering learning experience. Secondly, the research study will explore how motivational theory can be applied to the stages of ‘active learning’ when integrating 1:1 mobile devices for engineering learning. 1:1 mobile devices include iPad, mobile phones, Surface Tablets or handheld Wi-Fi or Internet accessible device used for learning purposes. It is not fully understood how to influence ‘active learning using existing teaching and learning strategies. How to influence an engineering undergraduate student to prioritise the use of 1:1 mobile devices as a means to source prescribed and unprescribed curriculum resources to improve learning outcomes. Is it unreasonable to expect engineering students to be constrained to the learning resources supplied by the engineering course facilitated, or should engineering students be encouraged to use their own initiative and find their own supporting information?
Language eng
HERDC Research category C1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2017, The Authors
Free to Read? Yes
Use Rights Creative Commons Attribution licence
Persistent URL http://hdl.handle.net/10536/DRO/DU:30103113

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Created: Sun, 08 Oct 2017, 18:25:20 EST

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.