Learning/training video clips: an efficient tool for improving learning outcomes in Mechanical Engineering

Silvia De La Flor López,Albert Fabregat-Sanjuan,Francesc Ferrando

doi:10.1186/s41239-016-0011-4

Silvia De La Flor López, Albert Fabregat-Sanjuan + Show 1 more

Open Access

https://doi.org/10.1186/s41239-016-0011-4

Copy DOI

Abstract

An innovative blended-learning strategy is presented for the subject Laboratory of Elasticity and Strength of Materials, based on the use of different tools combining face-to-face methods with e-learning technologies to improve learning outcomes in Mechanical Engineering. The enhanced teaching environment includes upgraded teaching material, new self-assessment methods, and video clips providing detailed instructions for each practical session. Our challenge was to improve the learning method by changing from a model that simply presents the practical sessions to a model that actively involves students in the learning process. The results of an anonymous student satisfaction survey show that these improvements have been very well received; students consider that the new techniques are very useful both for better understanding the subject and for preparing for the oral exam. Rates of success demonstrate that the improvements have had a direct and significant impact on performance, as well as reducing the dropout rate. As an overall conclusion, we can state that all the new techniques are effective tools for improving learning outcomes in the Degree in Mechanical Engineering.

Highlights

The results of an anonymous student satisfaction survey show that these improvements have been very well received; students consider that the new techniques are very useful both for better understanding the subject and for preparing for the oral exam
From our experience of teaching this subject, we have identified certain problems that impede or delay the acquisition of the learning outcomes, as well as significantly reducing the rate of success and increasing the dropout rate (Fernández Rico et al 2007; Galán & Cabrera, 2002)
The improved teaching tools We have introduced a number of interactive tools to enhance the learning experience: teaching material, with illustrated presentations; video clips, with detailed instructions for each practical session, called learning by watching; and self-assessment methods to be carried out before (Are you ready?) and after (What have you learned?) each practical session

Summary

Introduction

Since the incorporation of Spanish universities into the European Higher Education Area, teaching methodologies have been radically overhauled, creating a more open and student-centred educational experience that fosters self-directed, participatory, active, group-oriented and engaged learning (Márquez & Jiménez, 2014).The integration of practical training into the university curriculum, in order for students to develop a suitable professional profile, has become an issue of particular relevance since the launch of the Bologna Process (Molina et al 2008), under which practical training is given greater prominence to strengthen the bond between theory and practice, which is fundamental to the acquisition of quality professional competencies (Molina et al 2008; Colombo & Gómez Pradas 2014). Since the incorporation of Spanish universities into the European Higher Education Area, teaching methodologies have been radically overhauled, creating a more open and student-centred educational experience that fosters self-directed, participatory, active, group-oriented and engaged learning (Márquez & Jiménez, 2014). The new methodologies are geared towards fostering student participation to promote an autonomous learning process in a student-centred environment (Kramarski & Michalsky 2009; De Miguel, 2006). Based on these principles, the Degree in Mechanical Engineering at Rovira i Virgili University uses unique teaching methods that bolster the students’ aptitudes and abilities, applying advanced experimental and practical teaching techniques. The experimental techniques are used for a number of practical subjects (laboratory subjects) that dovetail with the corresponding theoretical subjects but which have their own assessment, management and organisational structures

Objectives

Methods

Results

Conclusion