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Reforming heat and power technology course structure using student feedback to enhance learning experience
Mälardalens högskola, Akademin för innovation, design och teknik, Innovation och produktrealisering.ORCID-id: 0000-0002-2978-6217
Mälardalens högskola, Akademin för ekonomi, samhälle och teknik, Framtidens energi.ORCID-id: 0000-0001-5520-739X
Aristotle Univ Thessaloniki, Dept Mech Engn, Thessaloniki, Greece.
Aristotle Univ Thessaloniki, Dept Mech Engn, Thessaloniki, Greece.
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2021 (engelsk)Inngår i: International Journal of Mechanical Engineering Education, ISSN 0306-4190, E-ISSN 2050-4586, Vol. 49, nr 4, s. 410-434Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

The main outcomes of an engineering course should be for the students to achieve the educational goals, enhance their problem solving capabilities and develop essential skills for their future career. In that context, it is important to understand what motivates the students and what helps them develop an engineering mindset. This paper discusses the improvement of a course with the use of student feedback to motivate students and help them develop essential skills. The purpose of the paper is to provide insight into how different aspects of the course are linked to the students’ growth. Different activities have been integrated in the course over the past years. The effect these have on the student motivation to follow the course and develop skills, knowledge and interest in the subject is discussed through the analysis of student performance, student feedback and the experience of the lecturers. The improvements in the course based on the student feedback were received positively by the students, whose learning experience improved, even though the workload of the course was high. Their motivation to successfully complete the course has also increased through the changes in the delivery of the course and the support by the teachers. The combination of student feedback and teacher experience is key for the improvement of a course, while ensuring that the students develop their engineering knowledge. Therefore, the teachers should strike a balance between helping the students find the solution and encouraging them to think on their own in order to develop essential skills. 

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2021. Vol. 49, nr 4, s. 410-434
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URN: urn:nbn:se:mdh:diva-52774DOI: 10.1177/0306419019899939ISI: 000692611300006Scopus ID: 2-s2.0-85078227828OAI: oai:DiVA.org:mdh-52774DiVA, id: diva2:1508416
Tilgjengelig fra: 2020-12-10 Laget: 2020-12-10 Sist oppdatert: 2021-11-05bibliografisk kontrollert

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