TY - JOUR
TI - Constructing learning-by-doing pedagogical model for delivering 21st century engineering education
AU - Frache, G.
AU - Nistazakis, H.
AU - Tombras, G.
JO - Advances in Science, Technology and Engineering Systems
PY - 2018
VL - 3
TODO - 1
SP - 115-124
PB - ASTES Publishers
SN - null
TODO - 10.25046/aj030114
TODO - null
TODO - The United Arab Emirates (UAE) is dedicated to establishing the best teaching and learning environment for students and staff across all higher education institutions. To heed this call, the engineering division adopted the Learning-by-Doing (LBD) pedagogical philosophy for 21st Century education at the heart of its strategic directions. This study intends to explore how LBD is understood and practiced in UAE colleges and how 21st Century skills can be explicitly incorporated into its engineering curriculum by using constructive alignment as a pattern for instructional design. This work intends to investigate the general question: "What constructively aligned Learning-by-Doing pedagogical model, with the incorporation of 21st Century skills, needs to be developed to effectively teach and prepare engineering students at the Higher College of Technology, UAE for successful long-term employment in the global working economy?". Using mixed method research design and input from its major stakeholders, student survey questionnaires, engineering instructors and dean structured interviews, overt class observation and syllabi examination have all been utilized for data triangulation. In conclusion, the study developed a collaborative LBD model tailor-fitted to the institution's engineering program and to UAE's culture. © 2018 Advances in Science, Technology and Engineering Systems. All Rights Reserved.
ER -