The double-loop feedback for active learning with understanding

    Research output: Chapter in Book/Report/Conference proceedingArticle in proceedingsResearchpeer-review


    Learning is an active process, and in engineering education authentic projects is often used to activate the students and promote learning. However, it is not all activity that leads to deep learning; and in a rapid changing society deep understanding is necessary for life-long learning. Empirical findings at DTU question the direct link between high activity and a deep approach to learning. Active learning is important to obtain engineering competencies, but active learning requires more than activity. Feedback and reflection is crucial to the learning process, since new knowledge is built on the student’s existing understanding. A model for an active learning process with a double-loop feedback is suggested - the first loop gives the student experience through experimentation, the second conceptual understanding through reflection. Students often miss the second loop, so it is important that teaching explicitly support the generalisation of contextual knowledge to transferable generic knowledge.
    Original languageEnglish
    Title of host publicationWorld Congress on Engineering and Technology Education : Engineering Education in the Changing Society
    EditorsClaudio da Rocha Brito
    Publication date2004
    Publication statusPublished - 2004


    Dive into the research topics of 'The double-loop feedback for active learning with understanding'. Together they form a unique fingerprint.

    Cite this