Abstract
Our ever-changing and developing society constantly requires professions that did not exist 20 years ago. Students have to become professionals capable of steering their own career development and controlling their own learning process, at university and in their future profession. In order to reach these goals, lecturers have to understand the different needs of students in terms of knowledge and interests. This research offers a framework to help students deal with possible knowledge gaps and account for personal interests to match defined learning goals, utilizing the author’s master’s course in design for maintenance operations (DfMO) at the University of Twente as a basis for validation. First, a literature review was conducted on successful modern techniques of student-driven learning (SdL) to identify the best practices to use and possible pitfalls to avoid. Second, an analysis of the target group was carried out. Third, the research identified the most effective way to create such a tool (framework), taking into account the possible entry points of students. In particular, the research tried to understand to what extent it is possible and valuable to offer a student-driven approach. Finally, the tool was evaluated by representatives of the target group.
Highlights
Excluding the identification of the research problem and the literature study on student-driven learning (SdL)-Student-Centered Learning (ScL), considered identification of the for research problem to beExcluding the startingthe and motivating reason the present workand andthe the literature necessary study pictureon to SdL-ScL, draw on considered to be the starting and motivating reason for the present work and the necessary picture existing studies, the research consisted of three main parts (Figure 1)
The ideation of the framework for tailoring student paths was undertaken, using information retrieved design and ideation of the framework for tailoring student paths was undertaken, using information from the literature and the data collected from the student population
Framework was evaluated with the use of focus groups in order to test its accuracy and adjust it the designed framework was evaluated with the use of focus groups in order to test its accuracy and according to the feedback received
Summary
Students with diverse backgrounds and even different knowledge levels are often present together in a similar learning environment This multidisciplinary characteristic addresses the needs of the industry: multidisciplinary engineers are needed to solve challenges the industry faces currently and will face in the future, ranging from design to end-of-life concerns, and from highly technical to more managerial problems. This scenario is not exclusive to a specific field, but a general trend in engineering [1]. The study takes as a case study the field of maintenance engineering due to the great variety of subjects students need to learn
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