Incorporating active learning strategies into an Electronic Engineering academic program (#1826)

Authors

Romero-Untiveros, Luis

Lara-Herrera, Juan

Ullón-Ramírez, Agustín

Abstract

This study explores the adoption of active learning methodologies in university-level Electronic Engineering education and their relationship with student satisfaction. Through a quantitative research design, we analyzed data collected from teaching performance surveys conducted over two semesters in 2023. Initiated in 2020, these surveys assess students' satisfaction with teaching methodologies and the educational services provided. Our findings reveal a pronounced preference for interactive and applied pedagogical methods, highlighting the need for teaching strategies that align with current learning expectations and styles. A significant gap was identified between faculty competencies and student expectations, particularly within the Science and Engineering faculty of a university in Lima, which recorded the lowest scores in teaching quality, course mastery, and student-teacher rapport. These results underscore the imperative to enhance teaching competencies and align them with effective teaching methodologies to improve students' educational experience. The proposed class session model is centered around the integration of active learning methodologies selected by students, addressing areas for improvement and adaptable to various topics and course levels within the Electronic Engineering program. This model emphasizes technical knowledge and the development of soft skills and generic competencies, preparing students to be competent professionals and socially responsible individuals. For successful implementation, a sustained commitment to faculty training and adaptability to the evolving needs of students and society is essential. The integration of comprehensive projects, digital game-based learning, and micro- learning strategies for personalized and effective learning was highlighted. Continuous assessment and the development of improvement plans based on teaching competencies are crucial for tailoring education to accreditation process demands and student needs. The study also examines the impact of micro-learning on scientific research education, suggesting that presenting content in small segments significantly enhances the understanding and retention of concepts in Electronic Engineering. Moreover, it discusses the development of generic competencies such as empathy, ethics, and social responsibility, complementary to technical skills through "Knowing how to be" in Engineering and the flipped classroom methodology. The conclusion is that the adoption of active learning methodologies holds promise for enhancing educational quality in Engineering. It emphasizes a holistic approach that considers faculty training and the implementation of innovative pedagogical practices. The necessity for pedagogical innovation and continuous improvement is crucial for maintaining the relevance and effectiveness of Engineering programs, ensuring students are prepared for a constantly changing world. This work proposes a paradigm shift in university teaching, highlighting the importance of adapting educational methodologies to meet the needs of contemporary students. Future research should focus on the large-scale implementation of this model and evaluating its impact on the professional and personal preparedness of Engineering students.