Students’ perspectives on different teaching methods: comparing innovative and traditional courses in a technology program

References

• Alfieri, L., P. Brooks, N. Aldrich, and H. Tenenbaum. 2011. “Does Discovery-Based Instruction Enhance Learning?” Journal of Educational Psychology 103 (1): 1–18. doi:10.1037/a0021017.
   Web of Science ®Google Scholar
• American Institutes for Research. 2015. “Looking under the hood of competency-based education the relationship between competency-based education practices and students’ learning skills, behaviors, and dispositions” Executive Summary. https://www.air.org/sites/default/files/downloads/report/CBE-Study%20Executive%20Summary.pdf
   Google Scholar
• Ashby, I., and M. Exter. 2015. “What’s in it for me?” A Look into First-year Students’ Perceptions of a Digital Badge System. 2015 ASEE Annual Conference and Exposition Conference Proceedings. Seattle, USA.
   Google Scholar
• Ashby, I., M. Exter, S. Matei, and J. Evans. 2016. Lifelong learning starts at school: Competency-based badge systems within the Transdisciplinary Experience at Purdue Polytechnic. In L. Muilenburg & Z. Berge (Eds). Digital Badges in Education: Trends, Issues, and Cases. New York: Routledge
   Google Scholar
• Ashby, I., S. Caskurlu, and M. Exter. 2018. “Evolving roles of faculty at an emerging hybrid competency-based transdisciplinary program.” The Journal of Competency-based Education 3 (1).
   Google Scholar
• Baker, R. June 2015. “The student experience. how competency-based education providers serve students” AEI Series on Competency-Based Higher Education, Center on Higher Education Reform, American Enterprise Institute. https://www.luminafoundation.org/files/resources/the-student-experience.pdf
   Google Scholar
• Bertoline, G., and F. Mili. 2013. The PPI Vision: Values, Beliefs, and Signature.
   Google Scholar
• Bonwell, C., and J. Eison. 1991. Active Learning: Creating Excitement In The Classroom. ASHEERIC Higher Education Report No. 1. George Washington University: Washington, DC. http://files.eric.ed.gov/fulltext/ED336049.pdf
   Google Scholar
• Bransford, J. D., A. L. Brown, and R. R. Cocking, (Eds.). 1999. How People Learn: Brain, Mind, Experience, and School. Washington, DC: National Academy Press.
   Google Scholar
• Brinkmann, S. 2013. “Qualitative Interviewing. Oxford University Press.
   Google Scholar
• Bruner, J. S. 1961. “The Act of Discovery.” Harvard Educational Review 31: 21–32.
   Web of Science ®Google Scholar
• Capps, D. K., B. A. Crawford, and M. A. Constas. 2012. “A review of empirical literature on inquiry professional development: Alignment with best practices and a critique of the findings.” Journal of Science Teacher Education 23 (3): 291–318.
   Google Scholar
• Cleary, M. N. 2015. “Faculty and staff roles and responsibilities in the design and delivery of competency-based education programs: a c-ben snapshot” http://via.library.depaul.edu/cgi/viewcontent.cgi?article=1049&context=snl-faculty-pubs
   Google Scholar
• Cronje, T., and R. K. Coll. 2008. “Student Perceptions of Higher Education Science and Engineering Learning Communities.” Research in Science & Technological Education 26 (3): 295–309. doi:10.1080/02635140802276587.
   Google Scholar
• De Graaf, E., and A. Kolmos. 2003. “Characteristics of Problem-Based Learning.” International Journal of Engineering Education 19 (5): 657–662.
   Web of Science ®Google Scholar
• Deci, E., and R. Ryan. 1985. Intrinsic Motivation and Self-Determination in Human Behavior. New York, NY: Plenum Press.
   Google Scholar
• Deterding, S., R. Khaled, L. Nacke, and D. Dixon. 2011. “Gamification: Toward a Definition.” Proceedings of the CHI 2011, Vancouver.
   Google Scholar
• Dorsey, L. E., and C. M. Baker. 2004. “Mentoring Undergraduate Nursing Students: Assessing the State of the Science.” Nurse Educator 29 (6): 260–265.
   PubMedGoogle Scholar
• Driscoll, M. 2005. Psychology of Learning for Instruction. 3rd ed. New York, NY: Pearson.
   Google Scholar
• Dym, C., A. Agogino, O. Eris, D. Frey, and L. Leifer. 2005. “Engineering Design Thinking, Teaching, and Learning.” Journal of Engineering Education 94 (1): 103–120. doi:10.1002/jee.2005.94.issue-1.
   Web of Science ®Google Scholar
• Edelson, D. C. 2001. “Learning-For-Use: A Framework for the Design of Technology-Supported Inquiry Activities.” Journal of Research in Science Teaching 38 (3): 355–385. doi:10.1002/(ISSN)1098-2736.
   Web of Science ®Google Scholar
• Ellis, D. 2015. “What Discourages Students from Engaging with Innovative Instructional Methods: Creating a Barrier Framework.” Innovative Higher Education 40: 111–125. doi:10.1007/s10755-014-9304-5.
   Web of Science ®Google Scholar
• Exter, M., I. Ashby, and S. Caskurlu. 2015. Why students choose to join and leave a new transdisciplinary, competency-based degree program. Presented at the Association for Educational Communications and Technology National Conference, Seattle, WA.
   Google Scholar
• Felder, R., and R. Brent. 2005. “Understanding Student Differences.” Journal of Engineering Education 94 (1): 57–72. doi:10.1002/jee.2005.94.issue-1.
   Web of Science ®Google Scholar
• Felder, R. M., and R. Brent. 2004. “The intellectual development of science and engineering students.” Part 1: Models and Challenges. Journal of Engineering Education 93 (4): 269–277.
   Web of Science ®Google Scholar
• Freeman, S., S. Eddy, M. McDonough, M. Smith, N. Okoroafor, H. Jordt, and M. Wenderoth. 2014. “Active Learning Increases Student Performance in Science, Engineering, and Mathematics.” Proceedings of the National Academy of Sciences 111 (23): 8410–8415. doi:10.1073/pnas.1319030111.
   PubMed Web of Science ®Google Scholar
• Fyfe, E., B. Rittle-Johnson, and M. DeCaro. 2012. “The Effects of Feedback during Exploratory Mathematics Problem Solving: Prior Knowledge Matters.” Journal of Educational Psychology 104 (4): 1094–1108. doi:10.1037/a0028389.
   Web of Science ®Google Scholar
• Gallup, I. 2015. Great Jobs, Great Lives. The Relationship between Student Debt, Experiences, and Perceptions of College Worth: Gallup-Purdue Index 2015 Report. www.gallup.com/services/185888/gallup-purdue-index-report-2015.aspx
   Google Scholar
• Hackathorn, J., E. Solomon, K. Blnakmeyer, R. Tennial, and A. Garczynski. 2011. “Learning by Doing: An Empirical Study of Active Teaching Techniques.” The Journal of Effective Teaching 11 (2): 40–54.
   Google Scholar
• Hall, W., S. Palmer, and M. Bennett. 2012. “A Longitudinal Evaluation of A Project-Based Learning Initiative in A Engineering Undergraduate Programme.” European Journal of Engineering Education 37 (2): 155–165. doi:10.1080/03043797.2012.674489.
   Google Scholar
• Holley, K. 2017. “Interdisciplinary curriculum and learning in higher education” Oxford Research Encyclopedia Of Education. http://education.oxfordre.com/view/10.1093/acrefore/9780190264093.001.0001/acrefore-9780190264093-e-138
   Google Scholar
• Kanter, D. 2010. “Doing the Project and Learning the Content: Designing Project-Based Science Curricula for Meaningful Understanding.” Science Education 94 (3): 525–551.
   Web of Science ®Google Scholar
• Kirschner, P., J. Sweller, and R. Clark. 2006. “Why Minimal Guidance during Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching.” Educational Psychologist 41 (2): 75–86. doi:10.1207/s15326985ep4102_1.
   Web of Science ®Google Scholar
• Koenen, A.-K., F. Dochy, and I. Berghmans. 2015. “A Phenomenographic Analysis of the Implementation of Competence-Based Education in Higher Education.” Teaching and Teacher Education 50: 1–12. doi:10.1016/j.tate.2015.04.001.
   Web of Science ®Google Scholar
• Kunz, A. H. 2014. Daniels awards prize for competency-based degree to Purdue Polytechnic Institute - Purdue University [Press Release]. Retrieved November 2, 2015, from http://www.purdue.edu/newsroom/releases/2014/Q3/daniels-awards-prize-for-competency-based-degree-to-purdue-polytechnic-institute.html
   Google Scholar
• Lattuca, L. 2001. Creating Interdisciplinarity: Interdisciplinary Research and Teaching among College and University Faculty. Nashville, TN: Vanderbilt University Press.
   Google Scholar
• Lozano-Guerrero, A., A. Martinez-Gonzalez, and A. Diaz-Morcillo. 2015. “PBL and Group Tutoring.” In Project Based Learning on Engineering: Foundations, Applications and Challenges, edited by J. Valenzuela-Valdex and P. Pardo Fernandez, New York: Nova Science Publishers, Inc.
   Google Scholar
• Mayer, R. 2004. “Should There Be a Three-Strikes Rule against Pure Discovery Learning? the Case for Guided Methods of Instruction.” American Psychologist 59: 14–19. doi:10.1037/0003-066X.59.1.14.
   PubMed Web of Science ®Google Scholar
• Mills, J., and D. Treagust. 2003. “Engineering Education – Is Problem-Based or Project-Based Learning the Answer?” Australasian Journal of Engineering Education 3 (2): 2–16.
   Google Scholar
• Mishra, A., and H. Gahlot. 2012. “Soft Skills Development through Humanities and Social Sciences Curriculum in Technical Education.” International Journal of Engineering Sciences & Research Technology 1 (2): 47–51.
   Google Scholar
• Mishra, S. 2014. Purdue announces the Polytechnic Institute, competency-based education. Purdue Exponent. Retrieved from http://www.purdueexponent.org/campus/article_ad73b81c-dac5-5106-80c5-e02584315d37.html
   Google Scholar
• Mobley, C., C. Lee, J. Morse, J. Allen, and C. Murphy. 2014. “Learning about Sustainability: An Interdisciplinary Graduate Seminar in Biocomplexity.” International Journal of Sustainability in Higher Education 15 (1): 16–33. doi:10.1108/IJSHE-09-2011-0063.
   Web of Science ®Google Scholar
• Moura, I., and N. van Hattum-Janssen. 2011. “Teaching a CS Introductory Course: An Active Approach.” Computers & Education 56: 475–483. doi:10.1016/j.compedu.2010.09.009.
   Web of Science ®Google Scholar
• Owen, S., D. Dickson, M. Stanisstreet, and E. Boyes. 2008. “Teaching Physics: Students’ Attitudes Towards Different Learning Activities.” Research in Science & Technological Education 26 (2): 113–128. doi:10.1080/02635140802036734.
   Google Scholar
• Perkins, D. 1991. “What Constructivism Demands of the Learner.” Educational Technology 31 (September): 19–21.
   Google Scholar
• Pittinsky, M. March/April 2015. “Credentialing in Higher Education: Current Challenges and Innovative Trends.” Educause Review 50 (2): Retrieved from http://er.educause.edu/articles/2015/3/credentialing-in-higher-education-current-challenges-and-innovative-trends
   Google Scholar
• Prince, M. 2004. “Does Active Learning Work? A Review of the Research.” Journal of Engineering Education 93 (3): 223–231. doi:10.1002/jee.2004.93.issue-3.
   Web of Science ®Google Scholar
• Prince, M., and R. Felder. 2006. “Inductive Teaching and Learning Methods: Definitions, Comparisons, and Research Bases.” Journal of Engineering Education 95 (2): 123–138. doi:10.1002/jee.2006.95.issue-2.
   Web of Science ®Google Scholar
• Ralph, R. 2015. “Post-Secondary Project-Based Learning in Science, Technology, Engineering and Mathematics.” Journal of Technology and Science Education 6 (1): 26–35.
   Google Scholar
• Robinson, E., and L. Niemer. 2010. “A Peer Mentor Tutor Program for Academic Success in Nursing.” Nursing Education Perspective 31 (5): 286–289.
   PubMedGoogle Scholar
• Robson, N., I. Dalmis, and V. Trenev. 2012. “Discovery Learning in Mechanical Engineering Design: Case-Based Learning or Learning by Exploring? Proceedings for the 2012 American society for engineering education conference, San Antonio.
   Google Scholar
• Rugarcia, A., R. Felder, D. Woods, and J. Stice. 2000. “The Future of Engineering Education. Part 1. A Vision for A New Century.” Chemical Engineering Education 34 (1): 16–26.
   Google Scholar
• Ryan, R., and E. Deci. 2000. “Self-Determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well-Being.” American Psychologist 55 (1): 68–78.
   PubMed Web of Science ®Google Scholar
• Sailer, M., J. Hense, H. Mandl, and M. Klevers. 2013. “Psychological Perspectives on Motivation through Gamification.” Interaction Design and Architecture(S) Journal 19: 28–37.
   Google Scholar
• Saldaña, J. (2012). The coding manual for qualitative researchers (No. 14). Sage.
   Google Scholar
• Silva, E., T. White, and T. Toch. 2015. “The carnegie unit: A century-old standard in a changing education landscape” Carnegie Foundation for the Advancement of Teaching. https://www.luminafoundation.org/files/resources/carnegie-unit-report.pdf
   Google Scholar
• Singer, J., R. W. Marx, J. S. Krajcik, and J. C. Chambers. 2000. “Constructing Extended Inquiry Projects: Curriculum Materials for Science Education Reform.” Educational Psychologist 35 (3): 165–178. doi:10.1207/S15326985EP3503_3.
   Web of Science ®Google Scholar
• Smith, P. J. 2001. “Technology Student Learning Preferences and the Design of Flexible Learning Programs.” Instructional Science 29 (3): 237–254. doi:10.1023/A:1017540131602.
   Web of Science ®Google Scholar
• Spelt, E., P. Luning, M. van Boekel, and M. Mulder. 2015. “Constructively Aligned Teaching and Learning in Higher Education in Engineering: What Do Students Perceive as Contributing to the Learning of Interdisciplinary Thinking?” European Journal of Engineering Education 40 (5): 459–475. doi:10.1080/03043797.2014.987647.
   Web of Science ®Google Scholar
• Stern, L., and J. E. Roseman. 2004. “Can Middle-School Science Textbooks Help Students Learn Important Ideas? Findings from Project 2061’s Curriculum Evaluation Study: Life Science.” Journal of Research in Science Teaching 41 (6): 538–568. doi:10.1002/(ISSN)1098-2736.
   Web of Science ®Google Scholar
• Strobel, J., and A. van Barneveld. 2009. “When Is PBL More Effective? A Meta-Synthesis of Meta-Analyses Comparing PBL to Conventional Classrooms.” Interdisciplinary Journal of Problem-Based Learning 3 (1): 44–58. doi:10.7771/1541-5015.1046.
   Google Scholar
• Takaya, K. 2013. Jerome Bruner: Developing a Sense of Possible. New York, NY: Springer.
   Google Scholar
• Tucker, J., A. Au, and P. Neely (2015). A Comparison of Traditional Vs. Competency-Based Education Faculty Roles. SITE 2015 conference proceedings, March 1–6.
   Google Scholar
• Tynjälä, P. 1999. “Towards Expert Knowledge? A Comparison between A Constructivist and A Traditional Learning Environment in the University.” International Journal of Educational Research 31: 357–442. doi:10.1016/S0883-0355(99)00012-9.
   Google Scholar
• Wallen, M., and A. Pandit. 2009. “Developing Research Competencies through a Project-Based Tissue-Engineering Module in the Biomedical Engineering Undergraduate Curriculum.” Proceedings of the Institution of Mechanical Engineers, Part H: Journal of Engineering in Medicine 223 (4): 443–448. doi:10.1243/09544119JEIM539.
   PubMed Web of Science ®Google Scholar
• Weiler, A. 2005. “Information-Seeking Behavior in Generation Y Students: Motivation, Critical Thinking, and Learning Theory.” The Journal of Academic Librarianship 31 (1): 46–53. doi:10.1016/j.acalib.2004.09.009.
   Web of Science ®Google Scholar
• Wijnia, L., S. Loyens, and E. Derous. 2011. “Investigating Effects of Problem-Based versus Lecture-Based Learning Environments on Student Motivation.” Contemporary Educational Psychology 36: 101–113. doi:10.1016/j.cedpsych.2010.11.003.
   Web of Science ®Google Scholar
• Wilson, A. 2010. Knowledge Power: Interdisciplinary Education for a Complex World. New York: Routledge.
   Google Scholar
• Yadav, A., D. Subedi, M. A. Lundeberg, and C. F. Bunting. 2011. “Problem-Based Learning: Influence on Students’ Learning in an Electrical Engineering Course.” Journal of Engineering Education 100 (2): 253. doi:10.1002/j.2168-9830.2011.tb00013.x.
   Web of Science ®Google Scholar
• Zhou, C. 2012. “Integrating Creativity Training into Problem and Project-Based Learning Curriculum in Engineering Education.” European Journal of Engineering Education 37 (5): 488–499. doi:10.1080/03043797.2012.714357.
   Google Scholar