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Abstract
A case study was conducted during 1994–2013 on several groups of process engineering students to see what was needed to transform a single course from a teacher-centred to a student-centred learning environment (SCLE). Development work was done incrementally, using Herbart's didactic triangle as a theoretical framework. The effects of the changes in learning environment were analysed using quantitative (student attendance, pass rate, attrition, grades) and qualitative data (student feedback). Guiding the didactic relation, i.e. the studying done by students, by continuous assessment was found to be very useful. Using SCLEs that emphasise student responsibility and activity in learning has been found in this case to enhance student learning considerably.
Additional information
Juha Jaako D.Sc. (Eng) is a lecturer with 30-year experience in academia. He has a D.Sc. degree in Control Engineering and an M.Sc. degree in Chemical Engineering. He has delivered courses in process modelling, process optimisation, scientific computing, and university teaching and tutoring. He is a certified teacher. His research interests include engineering curricula, engineering education assessment, and engineering education quality systems.