Enhancing Student Engagement with Introductory Engineering Ethics Using a Blended Approach of Microlearning and Case Studies

Kylie Chau Vuu; John R. Donald; Kimberly Mary Levere; Cameron Farrow

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Conference: 2024 ASEE Annual Conference & Exposition
Location: Portland, Oregon
Publication Date: June 23, 2024
Start Date: June 23, 2024
End Date: July 12, 2024
Conference Session: Increasing Engagement in Engineering Ethics Education
Tagged Division: Engineering Ethics Division (ETHICS)
Permanent URL: https://peer.asee.org/47316

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Paper Authors

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Kylie Chau Vuu AECOM Canada Ltd.

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Kylie Vuu is an alumni of the University of Guelph and an engineer-in-training focusing on environmental monitoring and remediation. At the time of preparing this paper, she was a research student under the guidance of Dr. Donald, tasked with developing a microlearning module for the first-year introductory engineering course.

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John R. Donald Ph.D., P.Eng. University of Guelph

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John R. Donald is a professor at the University of Guelph with over 25 years of leadership experience in post-secondary education and engineering consulting. John is a past president (2017–18) and fellow (2020) of the Canadian Engineering Education Association (CEEA-ACÉG), and founder of the Guelph Engineering Leadership Program. His current research focuses on engineering leadership and development of professional skills in the engineering design curriculum.

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Kimberly Mary Levere University of Guelph

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Cameron Farrow University of Guelph

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Abstract

A new blended learning module was developed and delivered to all first-year engineering students in an introductory engineering concepts course at the University of Guelph in the fall semester of 2019. In previous years, engineering ethics was introduced to first year students in a traditional manner through lectures and textbook readings. The new blended approach to engineering ethics included six microlearning modules, an in-class case study seminar, and an evaluation of student learning through a ethics quiz. The microlearning component involved short online ethics videos featuring undergraduate students, followed by online assessments to reinforce information retention. The content covered introductory ethical principles and the application of ethics and professional ethics to ethical dilemmas. After completing the microlearning modules, the in-class workshop directed students to work together in teams to evaluate an ethical case study. The case study was designed to supplement applicative learning gained using the online medium. After the team case study, a quiz containing multiple choice ethics questions and a long answer case study was used to assess each student’s individual knowledge on engineering ethics. This paper investigates the ability to enhance the student’s learning experience of professional skills such as engineering ethics by using a blended style of independent tasks and a peer-learning activity. Specifically, this paper investigates three main questions: 1. Does microlearning increase student engagement? 2. Does increased engagement result in higher performance on ethics assessments? 3. Is a blended approach of independent microlearning and an in-class team case study effective in bridging the lower order of memorizing ethical terms to applying ethical principles to a dilemma? The question on engagement was evaluated through an end of semester Likert style survey, and the impact of the learning approach was assessed by comparing student participation in the microlearning modules to performance in an end of semester ethics quiz. The Likert survey responses suggested that students enjoyed the microlearning module and were engaged with the content. Based on the data collected and the analysis conducted, it was concluded that there was a positive impact on teaching professional ethics to using the blended learning approach through an online microlearning module and a team case study. The blended microlearning and case study methodology appears to be an effective approach for professional skill development such as engineering ethics, and the methodology continues to be utilized in the introductory first-year engineering course at the University of Guelph .

Citation
Format

Vuu, K. C., & Donald, J. R., & Levere, K. M., & Farrow, C. (2024, June), Enhancing Student Engagement with Introductory Engineering Ethics Using a Blended Approach of Microlearning and Case Studies Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. https://peer.asee.org/47316

TY  - CPAPER
AB  - A new blended learning module was developed and delivered to all first-year engineering students in an introductory engineering concepts course at the University of Guelph  in the fall semester of 2019. In previous years, engineering ethics was introduced to first year students in a traditional manner through lectures and textbook readings. The new blended approach to engineering ethics included six microlearning modules, an in-class case study seminar, and an evaluation of student learning through a ethics quiz. The microlearning component involved short online ethics videos featuring undergraduate students, followed by online assessments to reinforce information retention. The content covered introductory ethical principles and the application of ethics and professional ethics to ethical dilemmas. After completing the microlearning modules, the in-class workshop directed students to work together in teams to evaluate an ethical case study. The case study was designed to supplement applicative learning gained using the online medium. After the team case study, a quiz containing multiple choice ethics questions and a long answer case study was used to assess each student’s individual knowledge on engineering ethics. This paper investigates the ability to enhance the student’s learning experience of professional skills such as engineering ethics by using a blended style of independent tasks and a peer-learning activity. Specifically, this paper investigates three main questions:
1.	Does microlearning increase student engagement?
2.	Does increased engagement result in higher performance on ethics assessments?
3.	Is a blended approach of independent microlearning and an in-class team case study effective in bridging the lower order of memorizing ethical terms to applying ethical principles to a dilemma?
The question on engagement was evaluated through an end of semester Likert style survey, and the impact of the learning approach was assessed by comparing student participation in the microlearning modules to performance in an end of semester ethics quiz. The Likert survey responses suggested that students enjoyed the microlearning module and were engaged with the content. Based on the data collected and the analysis conducted, it was concluded that there was a positive impact on teaching professional ethics to using the blended learning approach through an online microlearning module and a team case study. The blended microlearning and case study methodology appears to be an effective approach for professional skill development such as engineering ethics, and the methodology continues to be utilized in the introductory first-year engineering course at the University of Guelph .

AU  - Kylie Chau Vuu
AU  - John R. Donald Ph.D., P.Eng.
AU  - Kimberly Mary Levere
AU  - Cameron Farrow
CY  - Portland, Oregon
DA  - 2024/06/23
PB  - ASEE Conferences
TI  - Enhancing Student Engagement with Introductory Engineering Ethics Using a Blended Approach of Microlearning and Case Studies
UR  - https://peer.asee.org/47316
ER  -