| Autor: |
C. P. YUNG, D. T. K. TIEN, ABDULKAREEM SH. MAHDI AL-OBAIDI |
| Jazyk: |
angličtina |
| Rok vydání: |
2016 |
| Předmět: |
|
| Zdroj: |
Journal of Engineering Science and Technology, Vol 11, Iss Sp. Iss. on the 4th EURECA, Pp 27-45 (2016) |
| Druh dokumentu: |
article |
| ISSN: |
1823-4690 |
| Popis: |
The term “holistic education” can be defined in many different ways. In this study, holistic education is defined as learning that encompasses the cognitive, affective and psychomotor learning domains. Personalized learning is envisioned as an approach to help the students’ learn more effectively through tailoring the delivery to students’ preferred learning style. In addition, technology and learning space also play a very crucial role in student learning. “Can holistic education be delivered in an Engineering curriculum using personalized learning, collaborative learning pedagogy, and appropriate use of technology and space?” To answer this question, surveys were taken and an intervention was designed. A learning style survey was conducted to determine the learning styles of engineering students and along with it, a module identifying survey to identify a module to intervene. This was further supported by a survey taken from the industry. The industry survey also supported the importance of affective and psychomotor learning domains. With the module identified, an intervention was conducted. The students were surveyed post intervention on the effect of collaborative learning, technology and learning space on their cognitive and affective learning experiences. The statistical analysis of their survey responses showed that there was significant impact on all areas surveyed except for one. However the psychomotor domain could not be surveyed since it was not prominent in the identified module. Another survey conducted for learning style indicated that delivery geared to students’ preferred learning style was effective. |
| Databáze: |
Directory of Open Access Journals |
| Externí odkaz: |
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