Teaching engineering tribology: Elements of assessment design for different learning styles

De Pellegrin, D.V. & Sweeney, C.P. (2015) Teaching engineering tribology: Elements of assessment design for different learning styles. International Journal of Engineering Education, 31(5), pp. 1321-1333.

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Abstract

This study involves teaching engineering students concepts in lubrication engineering that are heavily dependent on mathematics. Excellent learning outcomes have been observed when assessment tasks are devised for a diversity of learning styles. Providing different pathways to knowledge reduces the probability that a single barrier halts progress towards the ultimate learning objective. The interdisciplinary nature of tribology can be used advantageously to tie together multiple elements of engineering to solve real physical problems—an approach that seems to benefit a majority of engineering students. To put this into practice, various assessment items were devised on the study of hydrodynamics, culminating in a project to provide a summative evaluation of the students’ learning achievement. A survey was also conducted to assess other aspects of students’ learning experiences under the headings: ‘perception of learning’ and ‘overall satisfaction’. High degrees of achievement and satisfaction were observed. An attempt has been made to identify the elements contributing to success so that they may be applied to other challenging concepts in engineering education.

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ID Code: 86032
Item Type: Journal Article
Refereed: Yes
Additional URLs:
Keywords: tribology, teaching, learning style, assessment, mathematics, mechanical engineering, hydrodynamic, HERN
ISSN: 0949-149X
Divisions: Current > Schools > School of Chemistry, Physics & Mechanical Engineering
Current > QUT Faculties and Divisions > Science & Engineering Faculty
Copyright Owner: Copyright 2015 TEMPUS Publications
Deposited On: 27 Jul 2015 22:30
Last Modified: 14 Dec 2015 06:05

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