Blended learning in the engineering field : a systematic literature review

Sala, Roberto (avtor), Maffei, Antonio (avtor), Pirola, Fabiana (avtor), Enoksson, Fredrik (avtor), Ljubić, Sandi (avtor), Skoki, Arian (avtor), Zammit, Joseph P. (avtor), Bonello, Amberlynn (avtor), Podržaj, Primož (avtor), Žužek, Tena (avtor)

Blended Learning (BL) is defined as a combination of face-to-face and digital activities that, in recent years, has been adopted more and more frequently by Higher Educational Institutions (HEIs). In the engineering field, the adoption of BL allows creating challenging situations for students with industry-like problems to foster the acquisition of advanced problem-solving skills. Thus, it can be used to enhance traditional learning by enriching it with new aspects, allowing to update the Intended Learning Outcomes traditionally defined by teachers. Although prior coronavirus disease 2019 (COVID-19) teachers had the time to prepare and programme the transition to BL, during the pandemic they had to abruptly move to the full digital delivery of the content, requiring technological and organizational adaptation, as well as change in the content teaching and assessment methods. Through a systematic literature review, this paper aims to understand how BL has been implemented in the engineering field by HEIs, discussing if and how the learning expectations of teachers (evaluated through Bloom's Taxonomy) change when using different mixes of face-to-face and digital activities and when the target audience changes. More specifically, the investigation addresses how content and learning expectations are split and set in face-to-face and digital settings. Additionally, the interest is towards understanding how COVID-19 impacted the adoption of BL, not only during the pandemic but also after.

• Jezik: Angleški jezik
• Ključne besede: blended learning, Bloom's taxonomy, constructive alignment, COVID‐19, engineering
• Vrsta gradiva: Članek v reviji
• Tipologija: 1.02 - Pregledni znanstveni članek
• Organizacija: FS - Fakulteta za strojništvo
• Status publikacije: Objavljeno
• Različica publikacije: Objavljena publikacija
• Leto izida: 2024
• Št. strani: 21 str.
• Številčenje: Vol. 32, iss. 3, art. 22712
• PID: 20.500.12556/RUL-156138
• UDK: 62
• ISSN pri članku: 1061-3773
• DOI: 10.1002/cae.22712
• COBISS.SI-ID: 181975811
• Datum objave v RUL: 10.05.2024

Gradivo je del revije

• Naslov: Computer applications in engineering education
• Skrajšan naslov: Comput. appl. eng. educ.
• Založnik: J. Wiley & Sons
• ISSN: 1061-3773
• COBISS.SI-ID: 15150853

Licence

• Licenca: CC BY-NC 4.0, Creative Commons Priznanje avtorstva-Nekomercialno 4.0 Mednarodna
• Povezava: http://creativecommons.org/licenses/by-nc/4.0/deed.sl
• Opis: Licenca Creative Commons, ki prepoveduje komercialno uporabo, vendar uporabniki ne rabijo upravljati materialnih avtorskih pravic na izpeljanih delih z enako licenco.

Sekundarni jezik

• Jezik: Slovenski jezik
• Ključne besede: kombinirano učenje, Boomova taksonomija, konstruktivna poravnava, COVID-19, inženirstvo

Projekti

• Financer: EC - European Commission
• Program financ.: BLISS Project
• Številka projekta: GA 2021‐1‐SE01‐KA220‐ HED‐000023166