Promoting undergraduate student engagement through self-generated exam activity

Patricia Muñoz-Escalona; Kathleen Savage; Fiona Conway; Andrew McLaren

doi:10.1177/0306419017743215

Promoting undergraduate student engagement through self-generated exam activity

Patricia Muñoz-Escalona, Kathleen Savage, Fiona Conway, Andrew McLaren

Research output: Contribution to journal › Article

1 Citation (Scopus)

19 Downloads (Pure)

Abstract

Self-generated exam activity was implemented in 2nd year undergraduate students of Mechanical and Aerospace Engineering degree to promote engagement. The activity was demonstrated to be effective regarding enhancement of learning outcomes through the promotion of deep learning, and partnership through cooperative and collaborative work. Results indicated that ~80% of the students engaged with the activity and were satisfied with the learning outcomes. In general students (>80%) perceived themselves as co-creators and co-owners of the self-generated exam. Results also showed that academic staff encouragement and motivation affects students’ co-creation and that students are satisfied when involved in their learning process

Original language	English
Number of pages	22
Journal	International Journal of Mechanical Engineering Education
Early online date	10 Jan 2018
DOIs	https://doi.org/10.1177/0306419017743215
Publication status	Published - 6 Apr 2018

Keywords

self generated exam
collaborative work
cooperative work
co-creators
deep learning

Access to Document

10.1177/0306419017743215

Munoz-Escalona-etal-IJMEE-2017-Promoting-undergraduate-student-engagementAccepted author manuscript, 2.54 MB

Fingerprint Dive into the research topics of 'Promoting undergraduate student engagement through self-generated exam activity'. Together they form a unique fingerprint.

Cite this

@article{fd85fec15f4e4e7c8c2efb628512cc70,

title = "Promoting undergraduate student engagement through self-generated exam activity",

abstract = "Self-generated exam activity was implemented in 2nd year undergraduate students of Mechanical and Aerospace Engineering degree to promote engagement. The activity was demonstrated to be effective regarding enhancement of learning outcomes through the promotion of deep learning, and partnership through cooperative and collaborative work. Results indicated that ~80% of the students engaged with the activity and were satisfied with the learning outcomes. In general students (>80%) perceived themselves as co-creators and co-owners of the self-generated exam. Results also showed that academic staff encouragement and motivation affects students{\textquoteright} co-creation and that students are satisfied when involved in their learning process",

keywords = "self generated exam, collaborative work, cooperative work, co-creators, deep learning",

author = "Patricia Mu{\~n}oz-Escalona and Kathleen Savage and Fiona Conway and Andrew McLaren",

year = "2018",

month = apr,

day = "6",

doi = "10.1177/0306419017743215",

language = "English",

journal = "International Journal of Mechanical Engineering Education",

issn = "0306-4190",

publisher = "Manchester University Press",

}

TY - JOUR

T1 - Promoting undergraduate student engagement through self-generated exam activity

AU - Muñoz-Escalona, Patricia

AU - Savage, Kathleen

AU - Conway, Fiona

AU - McLaren, Andrew

PY - 2018/4/6

Y1 - 2018/4/6

N2 - Self-generated exam activity was implemented in 2nd year undergraduate students of Mechanical and Aerospace Engineering degree to promote engagement. The activity was demonstrated to be effective regarding enhancement of learning outcomes through the promotion of deep learning, and partnership through cooperative and collaborative work. Results indicated that ~80% of the students engaged with the activity and were satisfied with the learning outcomes. In general students (>80%) perceived themselves as co-creators and co-owners of the self-generated exam. Results also showed that academic staff encouragement and motivation affects students’ co-creation and that students are satisfied when involved in their learning process

AB - Self-generated exam activity was implemented in 2nd year undergraduate students of Mechanical and Aerospace Engineering degree to promote engagement. The activity was demonstrated to be effective regarding enhancement of learning outcomes through the promotion of deep learning, and partnership through cooperative and collaborative work. Results indicated that ~80% of the students engaged with the activity and were satisfied with the learning outcomes. In general students (>80%) perceived themselves as co-creators and co-owners of the self-generated exam. Results also showed that academic staff encouragement and motivation affects students’ co-creation and that students are satisfied when involved in their learning process

KW - self generated exam

KW - collaborative work

KW - cooperative work

KW - co-creators

KW - deep learning

U2 - 10.1177/0306419017743215

DO - 10.1177/0306419017743215

M3 - Article

JO - International Journal of Mechanical Engineering Education

JF - International Journal of Mechanical Engineering Education

SN - 0306-4190

ER -