Learning Needs Time and Effort: A Time-Use Study of Engineering Students

Autor/inn/en	Kolari, S.; Savander-Ranne, C.; Viskari, E. -L.
Titel	Learning Needs Time and Effort: A Time-Use Study of Engineering Students
Quelle	In: European Journal of Engineering Education, 33 (2008) 5-6, S.483-498 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
Schlagwörter	Engineering Education; Use Studies; Conceptual Tempo; Time Factors (Learning); College Freshmen; Cognitive Style; Learning Strategies; Questionnaires; Student Attitudes; Self Disclosure (Individuals); Performance Factors; Predictor Variables; Foreign Countries; Academic Achievement; Finland + Suchen Sie Ihr Suchwort? Ingenieurausbildung; Benutzerschulung; Studienanfänger; Cognitive styles; Kognitiver Stil; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Fragebogen; Schülerverhalten; Leistungsindikator; Prädiktor; Ausland; Schulleistung; Finnland
Abstract	Several time-use studies in engineering education have shown that students use less time studying than has been allocated in the curricula. It is questionable whether a scarce use of time can lead to deeper understanding and the ability to apply knowledge in problem-solving. The alarming results from earlier time-use studies led to a search for answers to the following questions: How much time do first-year engineering students use for their studies and other activities? Do they spend enough time on studying and other learning activities? Is their time use in agreement with the curriculum? What learning outcomes and grades do students achieve from their studying efforts? Factors that influence student time use and approaches to learning are discussed. A deep approach to learning is desirable and is seen to support comprehension and lead to better learning outcomes. Learning approaches that students choose are both student-related and influenced by the learning environment. How can the learning environment be designed so that students are motivated to assume a deep approach to learning and devote more time and effort to out-of-class studying? Answers to these questions will be helpful for teachers, tutors, teacher educators and designers of curricula, as well as students themselves. (Contains 5 tables and 6 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10