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Teacher roles in a blended learning materials engineering master program: "It's not a new role, it's a new way!"
Jönköping University, Jönköping International Business School, JIBS, Informatics.ORCID iD: 0000-0003-2923-9034
Jönköping University, Jönköping International Business School, JIBS, Informatics.
Jönköping University, School of Engineering, JTH, Industrial Engineering and Management.
Jönköping University, School of Engineering, JTH, Materials and Manufacturing. Jönköping University, School of Engineering, JTH. Research area Materials and manufacturing – Casting.ORCID iD: 0000-0002-7527-719X
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2017 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Engineering education are characterized by laboratories, mathematical foundations and design tools. These pillars of engineering education do not seem to be ideal for online education as the field lags behind other fields in adopting online education. Laboratories are for instance hard to implement online due to the need of direct operation of instruments. Likewise, course materials requiring use of mathematics have traditionally not been as easy to implement as topics that require only text-based instructions (Bourne et al., 2005). Real laboratory sessions have also shown to be more motivated for engineering students than virtual simulations (Stefanovic, 2013). In spite of this, there are increasing evidence of use of blended and online learning in engineering education. For example, online self-study environment to supplement the classroom instruction in engineering courses in graphical communication (Sun et al., 2014), virtual laboratories and simulation environments (Balamuraithara & Woods, 2007; Bourne et al., 2005) and online platforms for developing learning networks for global engineering (Meikleham et al. 2015). The School of Engineering at Jönköping University, the Swedish foundry association, the research institute Swerea/SWECAST and twelve foundry industries cooperate to develop a blended learning one-year master program in product development in materials and manufacturing. As previously performed courses have been given on campus, teachers needed to take on new roles as blended learning teachers. In this paper, we present the initial results from a study that aims to investigate the perceived roles of university teachers in a blended learning materials engineering master program.

Place, publisher, year, edition, pages
2017.
Keyword [en]
Blended learning, engineering education, teacher roles, teacher competences, content analysis
National Category
Pedagogical Work
Identifiers
URN: urn:nbn:se:hj:diva-36264OAI: oai:DiVA.org:hj-36264DiVA: diva2:1111964
Conference
26th EDEN Annual Conference 2017: Diversity matters, Jönköping, 13-16 June, 2017.
Projects
Gjutmagistern 3.0
Funder
Knowledge Foundation
Available from: 2017-06-19 Created: 2017-06-19 Last updated: 2017-06-21Bibliographically approved

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fulltext(69 kB)38 downloads
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Authority records BETA

Keller, ChristinaGhassemali, EhsanSeifeddine, Salem

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Keller, ChristinaWass, SofieZetterlind, MadeleneGhassemali, EhsanSeifeddine, Salem
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JIBS, InformaticsJTH, Industrial Engineering and ManagementJTH, Materials and ManufacturingJTH. Research area Materials and manufacturing – Casting
Pedagogical Work

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CiteExportLink to record
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Citation style
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