Can web thin clients be used to create flexible assessment spaces in a higher education setting?

For many HE institutions, a major factor inhibiting the wider deployment of computer-based objective assessment is the lack of suitable IT suites. The advent of pervasive wifi within HE campus environments, combined with the development of portable and low-cost browser-based devices, motivates the question of whether existing teaching spaces can be used as venues for computer-based assessment. This work describes the results of a pilot study aimed at investigating some of the technical and logistical issues surrounding this question and evaluating student perceptions of this particular implementation of an educational technology

The Study of Grit in Engineering Education Research: a Systematic Literature Review

Researchontheroleofgrit–definedasbothperseveranceandpassionfor long-termgoals–onhumanperformancehasbeenconductedforthepast decade. It has been suggested that this non-cognitive factor is a better predictor of students’ retention than traditional academic measures. These findings hold relevance for engineering education research but studies on this area are still scarce. This paper provides a systematic review of the current state of research on grit and its correlates in engineering higher education research. Publications were identified using three types of databases specific to engineering education; a final set of 31 relevant records was analysed by type of population, methods, research topics and main results. Most of the reviewed studies implemented quantitative methodologies to assess grit and also used one of the two versions of Duckworth’s Grit scale. Key findings are that in engineering education research, both the conceptualisation of grit and research reporting procedures have been inconsistent. Such inconsistency hinders interpretation of the impact of grit in engineering education. In response, new research avenues and best practices for reporting are proffered

The study of grit in engineering education research: a systematic literature review

Researchontheroleofgrit–definedasbothperseveranceandpassionfor long-termgoals–onhumanperformancehasbeenconductedforthepast decade. It has been suggested that this non-cognitive factor is a better predictor of students’ retention than traditional academic measures. These findings hold relevance for engineering education research but studies on this area are still scarce. This paper provides a systematic review of the current state of research on grit and its correlates in engineering higher education research. Publications were identified using three types of databases specific to engineering education; a final set of 31 relevant records was analysed by type of population, methods, research topics and main results. Most of the reviewed studies implemented quantitative methodologies to assess grit and also used one of the two versions of Duckworth’s Grit scale. Key findings are that in engineering education research, both the conceptualisation of grit and research reporting procedures have been inconsistent. Such inconsistency hinders interpretation of the impact of grit in engineering education. In response, new research avenues and best practices for reporting are proffered

Trust and conflict in collaborative groups in engineering education:A multi-case study of using a computer orchestrated group learning environment with neurologically typical, autistic and ADHD students

Collaborative approaches, such as Flipped Classroom and Project Based Learning, are commonly used within engineering education. Challenges linked to group-work often render these approaches ineffective, inefficient and less inclusive. Self, Co and Shared regulation scripts offer a potentially efficient way to orchestrate group-work. However, over-scripting and successful transfer of skills to un-orchestrated environments pose challenges. Trust and conflict are important for team effectiveness but they have rarely been investigated within engineering education or scripting studies. Likewise, benefits of non-social prompts for inclusiveness has not been investigated. To this end, I developed a Computer Orchestrated Group Learning Environment (COGLE), which supports and promotes cooperation, group-wide mastery and encourages teammates to come together. I investigated its impact on acquiring knowledge, skills and attitudes necessary for team working. I also studied the transfer of these newly acquired skills to an un-orchestrated setting. This research contributes to the theory around use of computer orchestration for attitudes and regulation skills development. It explores important links between team effectiveness and conflict management, self-efficacy, team-trust and regulation skills. Two literal replication cases helped verify the findings related to COGLE use and a theoretical replication helped discard the rival theory explanations. In the theoretical replication case, students orchestrated their learning and working themselves. Within-case and cross-case analysis helped generate empirical evidence used in modifying the theoretical framework. COGLE helped neuro-typical and neuro-atypical students to engage in early and often communication, experienced reduced social awkwardness, and developed trust in each other in record time. It helped transfer goal-orientedness and regulations skills to un-orchestrated team task. Neuro-typical students improved their self-efficacy with neuro-atypical not that far behind and they delivered on team tasks together. Whereas in the theoretical replication case, clique formation, low cognitive trust, low self-efficacy, delayed communication, and partial completion highlighted the challenges of un-orchestrated collaborative settings. Keywords: Team-working, orchestration, self-efficacy, trust, conflicts, regulation of learning and scripting

Investigating teams of neuro-typical and neuro-atypical students learning together using COGLE:A multi case study

This Work in Progress Research paper aims to contribute to theories relevant to trust, self-efficacy and team effectiveness in engineering student teams. Self-efficacy and trust in teammates are both crucial for team effectiveness. Borrego et al. in a review on team effectiveness within engineering education have highlighted the scarcity of research on psychological constructs, such as trust. This work was inspired by their call for more research that connects engineering education research with the industrial and organisational psychology literature to improve engineering education practice and the outcomes relating to team working. Team working depends on social and communication skills of individual teammates. However, collaborative teams can experience socio-communication challenges. These can be even more pronounced in neuro-atypical (NT) students. With an increasing number of students, hidden or diagnosed, who are neurologically atypical (NAT) within engineering courses investigating ways to support development of trust and self-efficacy has become even more important. Using two real-world case studies, the efficacy of the Computer Orchestrated Group Learning Environment (COGLE), a novel software intervention that supports the development of trust and self-efficacy of individuals in teams of neuro-typical and neuro-atypical students, is investigated using qualitative and quantitative methods. In particular to answer the two research questions: 1. How does the use of COGLE affect the self-efficacy of NT and NAT engineering students learning together? 2. How does the use of COGLE affect the development of trust between a team of NT and NAT engineering students learning together? The case studies show how COGLE can be used within two pedagogical approaches: Flipped Classroom and Project Based Learning, which are commonly used in engineering education. The learning gain data and related effect sizes from both cases show that COGLE was successful in enhancing self-efficacy in all students. Furthermore, both cases show three very interesting results relating to trust: firstly, the teammates developed trust in each other in just 4 two-hour sessions; secondly, the students, including the neuro-atypical students, were able to correct their trust due to varied interactions enabled by COGLE; and finally, as trust and self-efficacy was enhanced before students were asked to work together on a collaborative activity, it helped both neuro-typical and neuro-atypical students to be fully involved in team work, thereby improving the team's effectiveness. The implication for practice is that COGLE can be used to effectively prepare all students for as shown by learning gain and increased levels of trust and enhance team effectiveness