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  • 1.
    Hassan, Osama
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, The Institute of Technology.
    The role of peer-learning and formative assessment in effective engineering learning environments: A case study2014In: Journal of Applied Research in Higher Education, ISSN 2050-7003, E-ISSN 1758-1184, Vol. 6, no 2, p. 285-294Article in journal (Refereed)
    Abstract [en]

    Purpose – The purpose of this paper is to investigate the role of peer learning and formative assessment as two creative learning methods in engineering learning environments. The results show that both models have yielded promising results with regard to meeting the criteria for the expected learning outcomes of the curriculum. However, the integrated model has resulted in better results than the model of formative assessment. The paper discusses also some practical and theoretical aspects related to the learning models.

    Design/methodology/approach – It is advanced two general learning models; in the first model, the formative assessment is integrated with peer learning and in the second one, the formative assessment is solely used to enhance the learning. A field case study is conducted to investigate the effect of using the learning models on the expected learning outcomes of the students in an engineering course.

    Findings – The results show that both learning models have yielded promising results with regard to meeting the criteria for the expected learning outcomes of the curriculum. However, the integrated model has resulted in better results than the model of formative assessment.

    Research limitations/implications – The two models can be applied for the engineering course that has both practical and theoretical aspects. It is expected that areas of expertize in engineering education can be developed very well with the models.

    Practical implications – The results show that the two learning models have yielded promising results with regard to meeting the criteria for the expected learning outcomes of the curriculum and that formative assessment link to good learning practice does indeed give improved learning.

    Social implications – Increase the effectiveness of learning in engineering education.

    Originality/value – Case study based on observation and planning.

  • 2.
    Schedin, Staffan
    et al.
    Umeå universitet, Umeå, Sweden.
    Hassan, Osama
    Linköping University, Department of Science and Technology, Communications and Transport Systems. Linköping University, Faculty of Science & Engineering.
    WORK INTEGRATED LEARNING MODEL IN RELATION TO CDIO STANDARDS2016In: Journal of Applied Research in Higher Education, ISSN 2050-7003, E-ISSN 1758-1184, Vol. 8, no 3, p. 278-286Article in journal (Refereed)
    Abstract [en]

    In this paper, it is attempted to develop a model of work integrated learning for undergraduate engineering students in relation to the international CDIO-initiative1 standard 7 (Integrated Learning Experiences) and 8 (Active Learning). The model is based on an organized collaboration with a number of industrial partners in the surrounding geographic region. As a part of the collaboration, each participating student is guaranteed an internship at a chosen company during two summer periods. In the model, company based projects are integrated with some of the study program courses.Moreover, the participating students are given a possibility to perform their final thesis at the chosen company. The evaluation of the model shows that that the company based projects promote interdisciplinary learning as well as fostering system building skills and personal communication skills. Moreover, the developed learning model supports the expected learning outcomes, especially with regards to interpersonal skills, teamwork and communication. Moreover, it is discussed the roleof cultural- social perspective and peer-learning in enhancing the developed learning model from apedagogical point of view.

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