Promoting undergraduate student engagement through self-generated exam activity

Patricia Munoz De Escalona, Kathleen Savage, Fiona Conway, Andrew MclAren

Research output: Contribution to journalArticle

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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 languageEnglish
Pages (from-to)252-273
Number of pages22
JournalInternational Journal of Mechanical Engineering Education
Volume46
Issue number3
Early online date10 Jan 2018
DOIs
Publication statusE-pub ahead of print - 10 Jan 2018

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Students
student
learning
Aerospace engineering
Mechanical engineering
learning process
promotion
engineering
staff

Keywords

  • Self-generated exam
  • collaborative work
  • cooperative work
  • co-creators
  • deep learning

Cite this

Munoz De Escalona, Patricia ; Savage, Kathleen ; Conway, Fiona ; MclAren, Andrew. / Promoting undergraduate student engagement through self-generated exam activity. In: International Journal of Mechanical Engineering Education. 2018 ; Vol. 46, No. 3. pp. 252-273.
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Promoting undergraduate student engagement through self-generated exam activity. / Munoz De Escalona, Patricia; Savage, Kathleen ; Conway, Fiona ; MclAren, Andrew.

In: International Journal of Mechanical Engineering Education, Vol. 46, No. 3, 10.01.2018, p. 252-273.

Research output: Contribution to journalArticle

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