Abstract
We are really interested in improving engineering education by applying an original paradigm. For this reason, the undergraduate course of Signal and Systems was selected as our first field of work, to begin the implementation of this new idea and their promotion within our university community. In this regard, the “active learning approach” (AL) is made up of a series of tools that allow the students to become “actively” involved in the course, getting engaged in the activities proposed to enhance their skills rather than trying to assimilate unilaterally imparted information. The idea is to fight against that sort of teaching which does not take into account that each student learns in a singular way and at a specific pace, and not necessarily in a rigid division of levels. We attempt to foster an active discussion about motivation and commitment of the engineering student, analyzing their performance in challenges that stimulate their problem-solving capacity and that are not based on traditional activities.
Highlights
What motivates a student during his/her academic life? There is a clear distinction between the teaching that transmits content and the learning that receives it
We attempt to foster an active discussion about motivation and commitment of the engineering student, analyzing their performance in challenges that stimulate their problem-solving capacity and that are not based on traditional activities
A proposal was established in Armentano (2012) that aims engineering students to put their ideas into action and to generate new understandings concomitant to the use of technology, the paradigm of the research oriented to innovation, and to combine research with education to translate knowledge to creativity and analytical thinking
Summary
What motivates a student during his/her academic life? There is a clear distinction between the teaching that transmits content and the learning that receives it. Previous studies have shown that the engineering students (including those of Argentina) tend to prefer active (discussions, application and experimentation), sensory (factual contents and real data), visual (diagrams and figures) and sequential (order and logic) learning styles, which should be emphasized specially during the aforementioned period (Ventura et al, 2014, Felder & Silverman, 1988) In this sense, a proposal was established in Armentano (2012) that aims engineering students to put their ideas into action and to generate new understandings concomitant to the use of technology, the paradigm of the research oriented to innovation, and to combine research with education to translate knowledge to creativity and analytical thinking. The application of this original paradigm could help to improve the traditional engineering education, making it more attractive for the students of the early years
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