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 › peer-review

1 Citation (Scopus)

26 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

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