Abstract
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.
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.
| Original language | Danish |
|---|---|
| Title of host publication | Towards a new future in engineering education, new scenarios that European alliances of tech universities open up : SEFI2022 |
| Editors | Hannu-Matti Järvinen, Santiago Silvestre, Ariadna Llorens, Balàzs Nagy |
| Number of pages | 8 |
| Publisher | SEFI: European Association for Engineering Education |
| Publication date | 2022 |
| ISBN (Electronic) | 978-84-123222-6-2 |
| DOIs | |
| Publication status | Published - 2022 |
| Event | The European Society for Engineering Education - Barcelona, Spain Duration: 19 Sept 2022 → 22 Sept 2022 https://sefi2022.eu/ |
Conference
| Conference | The European Society for Engineering Education |
|---|---|
| Country/Territory | Spain |
| City | Barcelona |
| Period | 19/09/2022 → 22/09/2022 |
| Internet address |