The impact of Active Learning strategies on redesigned interdisciplinary engineering courses using Case-Based Learning

Janneke Massa; Greta Bozzelli; Martina Gueci; Eric Lutters

doi:10.5281/zenodo.14254818

The impact of Active Learning strategies on redesigned interdisciplinary engineering courses using Case-Based Learning

Janneke Massa, Greta Bozzelli, Martina Gueci, Eric Lutters

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › Academic › peer-review

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Abstract

This study proposes and evaluates a redesign with active learning activities of an
interdisciplinary course on product manufacturing. Evaluation involved analysing
past and current exam results to assess the impact of case-based learning on academic performance. Results show a positive correlation between joining more case studies and improved exam performance of second year Industrial Engineering and Management students. However, minimal to negligible improvements were observed among first year Industrial Design Engineering students. These findings highlight the nuanced nature of the effectiveness of active learning, appearing to be influenced by various contextual factors.

Original language	English
Title of host publication	Proceedings of the 52nd Annual Conference of SEFI 2024
Place of Publication	Lausanne, Switzerland
Publisher	Ecole Polytechnique Fédérale de Lausanne
Number of pages	12
DOIs	https://doi.org/10.5281/zenodo.14254818
Publication status	Published - 2024
Event	52nd SEFI Annual Conference 2024: Educating Responsible Engineers - EPFL, Lausanne, Switzerland Duration: 2 Sept 2024 → 5 Sept 2024 Conference number: 52 https://sefi2024.eu/

Conference

Conference	52nd SEFI Annual Conference 2024
Abbreviated title	SEFI 2024
Country/Territory	Switzerland
City	Lausanne
Period	2/09/24 → 5/09/24
Internet address	https://sefi2024.eu/

Keywords

Interdisciplinary engineering education
Active learning
Case-based learning
Product manufacturing education

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

Access to Document

10.5281/zenodo.14254818Licence: CC BY-NC

ArticleFinal published version, 414 KBLicence: CC BY-NC

Cite this

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title = "The impact of Active Learning strategies on redesigned interdisciplinary engineering courses using Case-Based Learning",

abstract = "This study proposes and evaluates a redesign with active learning activities of an interdisciplinary course on product manufacturing. Evaluation involved analysing past and current exam results to assess the impact of case-based learning on academic performance. Results show a positive correlation between joining more case studies and improved exam performance of second year Industrial Engineering and Management students. However, minimal to negligible improvements were observed among first year Industrial Design Engineering students. These findings highlight the nuanced nature of the effectiveness of active learning, appearing to be influenced by various contextual factors.",

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author = "Janneke Massa and Greta Bozzelli and Martina Gueci and Eric Lutters",

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Massa, J, Bozzelli, G, Gueci, M & Lutters, E 2024, The impact of Active Learning strategies on redesigned interdisciplinary engineering courses using Case-Based Learning. in Proceedings of the 52nd Annual Conference of SEFI 2024. Ecole Polytechnique Fédérale de Lausanne, Lausanne, Switzerland, 52nd SEFI Annual Conference 2024, Lausanne, Switzerland, 2/09/24. https://doi.org/10.5281/zenodo.14254818

The impact of Active Learning strategies on redesigned interdisciplinary engineering courses using Case-Based Learning. / Massa, Janneke; Bozzelli, Greta; Gueci, Martina et al.
Proceedings of the 52nd Annual Conference of SEFI 2024. Lausanne, Switzerland: Ecole Polytechnique Fédérale de Lausanne, 2024.

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › Academic › peer-review

TY - GEN

T1 - The impact of Active Learning strategies on redesigned interdisciplinary engineering courses using Case-Based Learning

AU - Massa, Janneke

AU - Bozzelli, Greta

AU - Gueci, Martina

AU - Lutters, Eric

N1 - Conference code: 52

PY - 2024

Y1 - 2024

N2 - This study proposes and evaluates a redesign with active learning activities of an interdisciplinary course on product manufacturing. Evaluation involved analysing past and current exam results to assess the impact of case-based learning on academic performance. Results show a positive correlation between joining more case studies and improved exam performance of second year Industrial Engineering and Management students. However, minimal to negligible improvements were observed among first year Industrial Design Engineering students. These findings highlight the nuanced nature of the effectiveness of active learning, appearing to be influenced by various contextual factors.

AB - This study proposes and evaluates a redesign with active learning activities of an interdisciplinary course on product manufacturing. Evaluation involved analysing past and current exam results to assess the impact of case-based learning on academic performance. Results show a positive correlation between joining more case studies and improved exam performance of second year Industrial Engineering and Management students. However, minimal to negligible improvements were observed among first year Industrial Design Engineering students. These findings highlight the nuanced nature of the effectiveness of active learning, appearing to be influenced by various contextual factors.

KW - Interdisciplinary engineering education

KW - Active learning

KW - Case-based learning

KW - Product manufacturing education

U2 - 10.5281/zenodo.14254818

DO - 10.5281/zenodo.14254818

M3 - Conference contribution

BT - Proceedings of the 52nd Annual Conference of SEFI 2024

PB - Ecole Polytechnique Fédérale de Lausanne

CY - Lausanne, Switzerland

T2 - 52nd SEFI Annual Conference 2024

Y2 - 2 September 2024 through 5 September 2024

ER -

The impact of Active Learning strategies on redesigned interdisciplinary engineering courses using Case-Based Learning

Abstract

Conference

Keywords

UN SDGs

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