What Worked for Engineering Students to Learn? Students' Learning Experiences Through Concept-Point-Recovery

• In Event: Teaching and Learning: Engineering

Abstract

Employing a thematic approach, this study investigates engineering students’ learning experience from a teaching strategy called the Concept-Point Recovery (CPR) at a research- intensive university. Students who completed CPR perceived the learning climate to be supportive and showed an increase in intrinsic motivation (Cho et al., 2020). The aim of this study is to further explore student’s perspectives on which aspects of CPR influenced their learning experience, using the self-determination theory (SDT). Four thematic categories were uncovered from the qualitative analysis of semi-structured interviews of eleven participants: (a)learning opportunity; (b)less stressful test taking environment; (c)importance in the role of the instructor; and (d)change in motivation. The findings suggest important elements for instructors to consider to support student learning.

Authors

• Cho Rong Lee, Purdue University

• Hyun Jin Cho, Purdue University

• Michael R Melloch, Purdue University

• Chantal Levesque-Bristol, Purdue University