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dc.contributor.authorLal, Sulakshana
dc.contributor.authorLucey, Anthony
dc.contributor.authorLindsay, E.D.
dc.contributor.authorTreagust, David
dc.contributor.authorMocerino, Mauro
dc.contributor.authorZadnik, Marjan
dc.date.accessioned2021-05-06T03:51:40Z
dc.date.available2021-05-06T03:51:40Z
dc.date.issued2020
dc.identifier.citationLal, S. and Lucey, A.D. and Lindsay, E.D. and Treagust, D.F. and Mocerino, M. and Zadnik, M.G. 2020. Perceptions of the relative importance of student interactions for the attainment of engineering laboratory-learning outcomes. Australasian Journal of Engineering Education. 25 (2): pp. 155-164.
dc.identifier.urihttp://hdl.handle.net/20.500.11937/83421
dc.identifier.doi10.1080/22054952.2020.1860363
dc.description.abstract

Engineering degree programmes include a significant amount of practical work for which national accrediting bodies stipulate a set of laboratory-learning outcomes. This paper sets out to understand how students’ interactions in the laboratory contribute to the attainment of laboratory-learning outcomes. The investigation was conducted in the traditional face-to-face laboratory mode. Results from surveys of final-year students and instructors are reported. Students’ and instructors’ perspectives of the relative importance of four main types of student interaction to meet each of the Engineers Australia laboratory-learning outcomes are also presented. Students primarily expected to interact with instructors more than with students (directly or through observation of interactions) or equipment for their achievement of the learning outcomes, whereas instructors reported that all of the interactions are important to achieve the learning outcomes.

dc.relation.sponsoredbyhttp://purl.org/au-research/grants/arc/DP140104189
dc.titlePerceptions of the relative importance of student interactions for the attainment of engineering laboratory-learning outcomes
dc.typeJournal Article
dcterms.source.volume25
dcterms.source.number2
dcterms.source.startPage155
dcterms.source.endPage164
dcterms.source.issn1324-5821
dcterms.source.titleAustralasian Journal of Engineering Education
dc.date.updated2021-05-06T03:51:39Z
curtin.note

This is an accepted manuscript of an article published by Taylor & Francis in Australasian Journal of Engineering Education on 11/12/2020 available online at http://www.tandfonline.com/10.1080/22054952.2020.1860363

curtin.departmentSchool of Civil and Mechanical Engineering
curtin.departmentSchool of Education
curtin.departmentSchool of Molecular and Life Sciences (MLS)
curtin.departmentSchool of Electrical Engineering, Computing and Mathematical Sciences (EECMS)
curtin.accessStatusOpen access
curtin.facultyFaculty of Science and Engineering
curtin.facultyFaculty of Humanities
curtin.contributor.orcidTreagust, David [0000-0001-5340-0970]
curtin.contributor.orcidMocerino, Mauro [0000-0001-9514-7846]
curtin.contributor.orcidLucey, Anthony [0000-0002-7053-4353]
curtin.contributor.orcidLal, Sulakshana [0000-0001-7892-1190]
curtin.contributor.researcheridMocerino, Mauro [B-2793-2011]
dcterms.source.eissn1325-4340
curtin.contributor.scopusauthoridZadnik, Marjan [6602558055]
curtin.contributor.scopusauthoridLucey, Anthony [6602847361]
curtin.contributor.scopusauthoridTreagust, David [7004595538]
curtin.contributor.scopusauthoridMocerino, Mauro [6603180005]


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