TY - GEN
T1 - STUDENTS' PERCEPTIONS OF APPLIED EDUCATIONAL AND PEDAGOGICAL APPROACHES AT STEM UNIVERSITIES
T2 - 50th Annual Conference of the European Society for Engineering Education, SEFI 2022
AU - Nørgaard, B.
AU - Beagon, U.
AU - Koponen, J.
AU - Kövesi, K.
N1 - Publisher Copyright:
© 2022 SEFI 2022 - 50th Annual Conference of the European Society for Engineering Education, Proceedings. All rights reserved.
PY - 2022
Y1 - 2022
N2 - Engineering (STEM) universities in Europe apply different pedagogical and didactic approaches, which are reflected in the structure of teaching and learning activities that are organised for the students. There is great variation in terms of both semester structure and how teaching activities are carried out. The aim of this study is to shed light on students' observations of the different teaching structures and teaching practices offered and to highlight the impact on students of the different teaching approaches. The data for the study was collected through a survey distributed by the BEST student organisation with 351 respondents from students in 36 European countries. The survey contained multiple-choice questions that aimed to collect demographic data, but also focused on questions about how their programme and learning and teaching activities were structured and most importantly, their perception of the various approaches used. Findings show the variation in teaching approaches such as the extent of teacher centred approaches, class sizes, laboratory components and project work. The variation in the delivery of project work, the number of projects, timescale and the extent of collaboration with industry are also described. The study shows a picture of EU engineering universities from the perspective of the students. It highlights the diversity in structure and teaching activities and most importantly, the extent to which students disengage due to the way they are taught.
AB - Engineering (STEM) universities in Europe apply different pedagogical and didactic approaches, which are reflected in the structure of teaching and learning activities that are organised for the students. There is great variation in terms of both semester structure and how teaching activities are carried out. The aim of this study is to shed light on students' observations of the different teaching structures and teaching practices offered and to highlight the impact on students of the different teaching approaches. The data for the study was collected through a survey distributed by the BEST student organisation with 351 respondents from students in 36 European countries. The survey contained multiple-choice questions that aimed to collect demographic data, but also focused on questions about how their programme and learning and teaching activities were structured and most importantly, their perception of the various approaches used. Findings show the variation in teaching approaches such as the extent of teacher centred approaches, class sizes, laboratory components and project work. The variation in the delivery of project work, the number of projects, timescale and the extent of collaboration with industry are also described. The study shows a picture of EU engineering universities from the perspective of the students. It highlights the diversity in structure and teaching activities and most importantly, the extent to which students disengage due to the way they are taught.
KW - Engineering (STEM) universities
KW - pedagogical and didactic approaches
KW - students' perception
KW - teaching practices
KW - teaching structures
UR - http://www.scopus.com/inward/record.url?scp=85147523708&partnerID=8YFLogxK
U2 - 10.5821/conference-9788412322262.1233
DO - 10.5821/conference-9788412322262.1233
M3 - Conference contribution
AN - SCOPUS:85147523708
T3 - SEFI 2022 - 50th Annual Conference of the European Society for Engineering Education, Proceedings
SP - 550
EP - 557
BT - SEFI 2022 - 50th Annual Conference of the European Society for Engineering Education, Proceedings
A2 - Jarvinen, Hannu-Matti
A2 - Silvestre, Santiago
A2 - Llorens, Ariadna
A2 - Nagy, Balazs Vince
PB - European Society for Engineering Education (SEFI)
Y2 - 19 September 2022 through 22 September 2022
ER -