To, Peter, and Tuladhar, Rabin (2018) A heutagogical approach for teaching a numerical analysis subject in engineering. In: Proceedings of the Australasian Association for Engineering Education Conference. 128. From: AAEE 2018: 29th Australasian Association for Engineering Education Conference, 9-12 December 2018, Hamilton, New Zealand.

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Abstract

As an advanced course in engineering education, Numerical Analysis is equipped with heavy mathematical and programming content. Therefore, it is often perceived as a challenging subject and is often taught in the final year as a selective subject. In a traditional way of teaching this subject, while doing tutorials and assignments all students are usually required to follow the same instructions and complete the same tasks. In this traditional method of teaching, students are not able to negotiate the learning process and may still lack understanding even when they complete the tasks. This study aims to develop a heutagogical approach for learning Numerical Analysis subject in Engineering. (Put the names of the subjects here) offered to undergraduate engineering students were chosen to trial this approach. The approach will give students ability to: - Negotiate learning within the predefined frame of education. - Develop deep learning of the theoretical concepts and be more proactive in the learning process

Item ID:	57688
Item Type:	Conference Item (Research - E1)
ISBN:	978-1-925627-36-7
Keywords:	hetagogy, numerical analysis, learning negotiation, engineering education
Copyright Information:	This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit https://creativecommons.org/licenses/by/4.0/legalcode
Date Deposited:	13 May 2019 23:23
FoR Codes:	40 ENGINEERING > 4005 Civil engineering > 400510 Structural engineering @ 50% 40 ENGINEERING > 4010 Engineering practice and education > 401002 Engineering education @ 50%
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