New Teaching Strategies for Engineering Students: New challenges for the teachers

Lars Reng, Lise Kofoed

Research output: Contribution to book/anthology/report/conference proceedingArticle in proceedingResearchpeer-review

Abstract

This paper presents the challenges for university teachers when new teaching strategies are implemented. Blended learning, flipped classroom, gamification as well as a combination of traditional and new pedagogical approaches are on the agenda in engineering educations. One of the challenges for the teachers is to adjust to the new way of teaching. We will use two cases; one longitudinal study and one experimental study to present and discuss a process of blended learning strategy in programming classes from a teacher’s point of view: the strategy, the planning, the implementation and the learning outcome. The second case show that the blended learning model for programming classes works very well for another type of students. The results showed that blended learning using game elements is a successful way concerning the learning outcome, but is a challenge for the teachers involved. Finally, we will conclude with guidelines for other teachers, who want to use blended learning in their teaching activities.
Original languageEnglish
Title of host publicationProceedings of International Conference on Engineering Education and Research
PublisherWestern Sydney University
Publication date2016
ISBN (Print) 978-0-646-95724-1
Publication statusPublished - 2016
EventThe International Conference on Engineering Education and Research - Western Sydney University, Sydney, Australia
Duration: 21 Nov 201624 Nov 2016

Conference

ConferenceThe International Conference on Engineering Education and Research
LocationWestern Sydney University
CountryAustralia
CitySydney
Period21/11/201624/11/2016

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