IDEAS home Printed from https://ideas.repec.org/a/gam/jsusta/v12y2020i11p4569-d366946.html
   My bibliography  Save this article

Student Perceptions of Formative Assessment and Cooperative Work on a Technical Engineering Course

Author

Listed:
  • Víctor Revilla-Cuesta

    (Department of Civil Engineering, University of Burgos, 09001 Burgos, Spain)

  • Marta Skaf

    (Department of Construction, University of Burgos, 09001 Burgos, Spain)

  • Juan Manuel Manso

    (Department of Civil Engineering, University of Burgos, 09001 Burgos, Spain)

  • Vanesa Ortega-López

    (Department of Civil Engineering, University of Burgos, 09001 Burgos, Spain)

Abstract

Formative Assessment and Cooperative Work (FACW) is a teaching methodology that promotes student learning based on peer support, both in solving problems and identifying the mistakes made through feedback. The perceptions of 49 mechanical engineering students at the University of Burgos are analyzed in this article with regard to their first practical experience of FACW methodology in a technical subject, characterized by a highly complex content and a strong link between theoretical and practical concepts. The responses of the students to two blocks of open questions were evaluated in a qualitative, mixed, and statistical analysis. Various aspects that the students raised in relation to FACW could therefore be studied, such as their points of view towards: (1) The usefulness of FACW teaching modality; and (2) their preferences regarding the optimum teaching modality. The results showed that, although the students expressed favorable opinions towards FACW, they did not consider, in general, that teamwork was necessary for optimal learning, revealing a clear dependence on formal classroom presentations for the explanation of theoretical concepts. Students considered that theoretical concepts could not be autonomously acquired. Therefore, the application of the FACW teaching methodology to these courses could be especially beneficial to favor autonomous learning and to develop teamwork skills, training engineers with the right knowledge and skills today for tomorrow’s world.

Suggested Citation

  • Víctor Revilla-Cuesta & Marta Skaf & Juan Manuel Manso & Vanesa Ortega-López, 2020. "Student Perceptions of Formative Assessment and Cooperative Work on a Technical Engineering Course," Sustainability, MDPI, vol. 12(11), pages 1-17, June.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:11:p:4569-:d:366946
    as

    Download full text from publisher

    File URL: https://www.mdpi.com/2071-1050/12/11/4569/pdf
    Download Restriction: no
    File URL: https://www.mdpi.com/2071-1050/12/11/4569/
    Download Restriction: no
    ---><---

    References listed on IDEAS

    as
    1. Evelien Opdecam & Patricia Everaert, 2018. "Seven disagreements about cooperative learning," Accounting Education, Taylor & Francis Journals, vol. 27(3), pages 223-233, May.
    2. Patricia Esteve-Guirao & Mercedes Jaén García & Isabel Banos-González, 2019. "The Interdependences between Sustainability and Their Lifestyle That Pre-Service Teachers Establish When Addressing Socio-Ecological Problems," Sustainability, MDPI, vol. 11(20), pages 1-18, October.
    3. Mostafa Seifan & Oluwaseun Deborah Dada & Aydin Berenjian, 2020. "The Effect of Real and Virtual Construction Field Trips on Students’ Perception and Career Aspiration," Sustainability, MDPI, vol. 12(3), pages 1-14, February.
    4. Meng-Han Tsai & Kuan-Lin Chen & Yu-Lien Chang, 2019. "Development of a Project-Based Online Course for BIM Learning," Sustainability, MDPI, vol. 11(20), pages 1-18, October.
    5. Gisela Cebrián & Ramon Palau & Jordi Mogas, 2020. "The Smart Classroom as a Means to the Development of ESD Methodologies," Sustainability, MDPI, vol. 12(7), pages 1-18, April.
    6. Gokul Thirunavukarasu & Siva Chandrasekaran & Varsha Subhash Betageri & John Long, 2020. "Assessing Learners’ Perceptions of Graduate Employability," Sustainability, MDPI, vol. 12(2), pages 1-17, January.
    Full references (including those not matched with items on IDEAS)

    Citations

    Citations are extracted by the CitEc Project, subscribe to its RSS feed for this item.
    as


    Cited by:

    1. Sardar S. Shareef & Guita Farivarsadri, 2020. "An Innovative Framework for Teaching/Learning Technical Courses in Architectural Education," Sustainability, MDPI, vol. 12(22), pages 1-17, November.
    2. Víctor Revilla-Cuesta & Marta Skaf & Milagros Navarro-González & Vanesa Ortega-López, 2021. "Reflections throughout the COVID-19 Lockdown: What Do I Need for Successful Learning of Engineering?," IJERPH, MDPI, vol. 18(21), pages 1-24, November.
    3. Siti Raudhah M. Yusop & Mohammad Sattar Rasul & Ruhizan Mohamad Yasin & Haida Umiera Hashim & Nur Atiqah Jalaludin, 2022. "An Assessment Approaches and Learning Outcomes in Technical and Vocational Education: A Systematic Review Using PRISMA," Sustainability, MDPI, vol. 14(9), pages 1-18, April.
    4. Víctor Revilla-Cuesta & Marta Skaf & Juan Manuel Varona & Vanesa Ortega-López, 2021. "The Outbreak of the COVID-19 Pandemic and its Social Impact on Education: Were Engineering Teachers Ready to Teach Online?," IJERPH, MDPI, vol. 18(4), pages 1-23, February.
    5. Na Li & Ping Jiang & Cuihong Li & Wei Wang, 2022. "College Teaching Innovation from the Perspective of Sustainable Development: The Construction and Twelve-Year Practice of the 2P3E4R System," Sustainability, MDPI, vol. 14(12), pages 1-16, June.

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. Víctor Revilla-Cuesta & Marta Skaf & Milagros Navarro-González & Vanesa Ortega-López, 2021. "Reflections throughout the COVID-19 Lockdown: What Do I Need for Successful Learning of Engineering?," IJERPH, MDPI, vol. 18(21), pages 1-24, November.
    2. Jongseok Ahn, 2020. "Unequal Loneliness in the Digitalized Classroom: Two Loneliness Effects of School Computers and Lessons for Sustainable Education in the E-Learning Era," Sustainability, MDPI, vol. 12(19), pages 1-20, September.
    3. Luis Miguel Moctezuma Teresa & José Luis Aparicio López & Columba Rodríguez Alviso & Herlinda Gervacio Jiménez & Rosa María Brito Carmona, 2022. "Environmental Competencies for Sustainability: A Training Experience with High School Teachers in a Rural Community," Sustainability, MDPI, vol. 14(9), pages 1-17, April.
    4. Isabel Banos-González & Patricia Esteve-Guirao & Magdalena Valverde-Pérez & Ana Ruiz-Navarro, 2022. "“Why Has the Water Turned Green?” A Problem of Eutrophication in Primary School," Sustainability, MDPI, vol. 14(20), pages 1-17, October.
    5. Cheng-Hsuan Li & Yi-Jin Ju & Pei-Jyun Hsieh, 2022. "A Nonparametric Weighted Cognitive Diagnosis Model and Its Application on Remedial Instruction in a Small-Class Situation," Sustainability, MDPI, vol. 14(10), pages 1-17, May.
    6. Víctor Revilla-Cuesta & Marta Skaf & Juan Manuel Varona & Vanesa Ortega-López, 2021. "The Outbreak of the COVID-19 Pandemic and its Social Impact on Education: Were Engineering Teachers Ready to Teach Online?," IJERPH, MDPI, vol. 18(4), pages 1-23, February.
    7. Lei Peng & Yuan Deng & Shitao Jin, 2022. "The Evaluation of Active Learning Classrooms: Impact of Spatial Factors on Students’ Learning Experience and Learning Engagement," Sustainability, MDPI, vol. 14(8), pages 1-17, April.
    8. Cheng-Hsuan Li & Pei-Ling Tsai & Zhi-Yong Liu & Wen-Chieh Huang & Pei-Jyun Hsieh, 2021. "Exploring Collaborative Problem Solving Behavioral Transition Patterns in Science of Taiwanese Students at Age 15 According to Mastering Levels," Sustainability, MDPI, vol. 13(15), pages 1-15, July.
    9. Conrad Boton, 2020. "Remote Teaching of Building Information Modeling During the COVID-19 Pandemic: A Case Study," Sustainability, MDPI, vol. 12(20), pages 1-16, October.
    10. Jonathan Álvarez Ariza & Tope Gloria Olatunde-Aiyedun, 2023. "Bringing Project-Based Learning into Renewable and Sustainable Energy Education: A Case Study on the Development of the Electric Vehicle EOLO," Sustainability, MDPI, vol. 15(13), pages 1-32, June.
    11. Apostolou, Barbara & Dorminey, Jack W. & Hassell, John M. & Hickey, Anna, 2019. "Accounting education literature review (2018)," Journal of Accounting Education, Elsevier, vol. 47(C), pages 1-27.
    12. Florin-Valeriu Pantelimon & Razvan Bologa & Andrei Toma & Bogdan-Stefan Posedaru, 2021. "The Evolution of AI-Driven Educational Systems during the COVID-19 Pandemic," Sustainability, MDPI, vol. 13(23), pages 1-10, December.
    13. Quinnie H. Jomawan & Shammah Llujah T. Rosete & Analyn S. Clarin & Juby H. Vallejo, 2024. "Students’ Learning Environment in Relation to their Perception in Listening Comprehension Skills," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 8(3), pages 1189-1207, March.
    14. Ahmad Zainuri & Miftachul Huda, 2023. "Empowering Cooperative Teamwork for Community Service Sustainability: Insights from Service Learning," Sustainability, MDPI, vol. 15(5), pages 1-19, March.
    15. Lei Peng & Shitao Jin & Yuan Deng & Yichen Gong, 2022. "Students’ Perceptions of Active Learning Classrooms from an Informal Learning Perspective: Building a Full-Time Sustainable Learning Environment in Higher Education," Sustainability, MDPI, vol. 14(14), pages 1-24, July.
    16. M. Rut Jiménez-Liso & Manuela González-Herrera & Isabel Banos-González, 2020. "Socio-Ecological Controversies in the News as Trigger of a Model-Based Inquiry Instructional Sequence about the Effect of Global Warming on the Great Barrier Reef," Sustainability, MDPI, vol. 12(11), pages 1-20, June.
    17. Wilkin, Carla L., 2022. "Developing critical reflection: An integrated approach," The British Accounting Review, Elsevier, vol. 54(3).
    18. Miriam Romero-López & M. Carmen Pichardo & Judit Bembibre-Serrano & Trinidad García-Berbén, 2020. "Promoting Social Competence in Preschool with an Executive Functions Program Conducted by Teachers," Sustainability, MDPI, vol. 12(11), pages 1-17, May.
    19. Xumei Zhang & Ruyuan Liu & Wei Yan & Yan Wang & Zhigang Jiang & Zhaohui Feng, 2022. "Effect Analysis of Online and Offline Cognitive Internships Based on the Background of Engineering Education Accreditation," Sustainability, MDPI, vol. 14(5), pages 1-12, February.

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:gam:jsusta:v:12:y:2020:i:11:p:4569-:d:366946. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: MDPI Indexing Manager (email available below). General contact details of provider: https://www.mdpi.com .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.