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Blended Design and Project Based Learning: a future for engineering education
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Monday, December 7 • 5:10pm - 5:20pm
| 3D | Student Experiences of Threshold Capability Development in an Engineering Unit with Intensive Mode

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Intensive mode teaching involves students engaging in facilitated learning activities or classes over more hours in a day and over fewer days than in a traditional course in the discipline. Davies (2006) reported that intensive mode teaching had been used by most Australian business schools on and offshore.

Intensive mode is used increasingly across the higher education sector. In engineering it is used for students who are mainly off-campus, for units taught off-shore by academics visiting from the main campus, and for units taught on-campus from specialists from industry. Intensive mode is being introduced in engineering at the author’s university to support interactive learning opportunities.

Previous studies have asked whether intensive mode teaching is better or worse than traditional modes (e.g., Kucsera & Zimmaro, 2010). These have used students’ perceptions, stakeholders’ opinions, students’ assessments, and comparison of measures of students’ attitudes. While these studies contribute to arguments for and against using intensive mode, curriculum designers require recommendations based on how students’ experiences of learning with intensive mode teaching can be optimised. Wlodkowski and Ginsberg (2010) used motivation as the framework for US studies of intensive mode teaching with non-traditional and adult students. In this study we explored students’ experiences of capability development in an intensive mode optional undergraduate engineering unit on critical theory of technological development, as the first phase of a larger project in which several units will be studied.


Monday December 7, 2015 5:10pm - 5:20pm
Bells Room RACV Torquay map C5

Attendees (4)