Evaluation of a Hybrid Learning Block Model for Engineering Design Interview Skill Building

Autor/inn/en	Strehl, Elizabeth A.; Loweth, Robert P.; Daly, Shanna R.
Titel	Evaluation of a Hybrid Learning Block Model for Engineering Design Interview Skill Building
Quelle	In: Advances in Engineering Education, 10 (2022) 4, S.57-80 (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Blended Learning; Engineering Education; Design; Models; Electronic Learning; College Students; Interviews; Skill Development; Evidence Based Practice + Suchen Sie Ihr Suchwort? Ingenieurausbildung; Analogiemodell; Collegestudent; Interviewing; Interviewtechnik; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	Design interviews with stakeholders are an important source of information that engineering designers can use to identify stakeholder needs and develop solutions that meet stakeholder requirements. However, engineering students often struggle to conduct effective design interviews. In this study, we investigated changes in engineering students' interview approaches after engaging with a novel pedagogical intervention called the Hybrid Learning Block model. We identified specific differences in student interviewing behaviors between pre-block and post-block interview tasks with proxy stakeholders. Compared to pre-block interview tasks, participants' post-block interviewing behaviors and approaches aligned more closely with recommended interviewing practices from literature. Participants more frequently exhibited interviewing behaviors related to deep exploration of stakeholder perspectives and demonstrated more advanced phrasing of questions. In addition, participants structured their post-block interview tasks in ways that more closely aligned with recommended practices, for instance by including more comprehensive interview introductions and employing a more diverse array of questioning techniques. Our findings also suggest improvements for future iterations of the hybrid learning blocks, such as including content more specifically tailored to common student interviewing mistakes. Students can benefit from scaffolded, evidence-based ways to improve their design interviewing skills, such as the hybrid learning blocks, that can ultimately support them in developing more appropriate design solutions. (As Provided).
Anmerkungen	American Society for Engineering Education. 1818 N Street NW, Washington, DC 20036. Tel: 412-624-6815; Fax: 412-624-1108; Web site: http://advances.asee.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01