Fostering student motivation through inductive learning and industry cooperation

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The challenge presented here is how to motivate students to promote active learning. The method used is constructive alignment (Biggs & Tang, 2007) of learning objectives, learning and evaluation along with further considerations including which competences are promoted. The case presented is from a Master course, which is organised around two projects: a feasibility study and a national energy system analysis. The course is taught using the principle of inductive learning (Prince & Felder, 2006) with the students being presented with the case from the beginning and subsequently achieving the tools to perform the projects. This is both frustrating and motivating for the students as they know why they need to have the tools, but they feel they get them too late.
Original languageEnglish
Publication date2012
Number of pages2
Publication statusPublished - 2012
EventDTU Undervisningsbiennale 2012 / DTU Teaching Biennial 2012: God undervisningspraksis i ingeniøruddannelserne / Scholarship of Teaching & Learning - Technical University of Denmark, Kgs.Lyngby, Denmark
Duration: 6 Nov 2012 → …

Conference

ConferenceDTU Undervisningsbiennale 2012 / DTU Teaching Biennial 2012
LocationTechnical University of Denmark
CountryDenmark
CityKgs.Lyngby
Period06/11/2012 → …
OtherTheme: Good Teaching Practice in Engineering Education

    Research areas

  • Motivation, Industry, Active learning

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