REALMEE

The new research-line Regulation of learning and active learning methods in the context of engineering education (REALMEE) (2017–21) looks at the effect of various pedagogical interventions on learning in the context of higher engineering education in mathematics, physics, information management, and pervasive computing. Pedagogical interventions in the framework of socio-constructivist learning theory are conducted into ways in which the regulation of learning and various active learning methods are related to the holistic development of competencies among engineering education students throughout their university lives. Interventions are implemented through the pedagogical scripting of various online, face-to-face, and blended courses in Tampere University of Technology. Examples of such interventions include automatization of learning task assessment, gamification of certain parts of course content, and increased collaborative activities. The educational science orientation in this study is based on research into the individual attributes, characteristics, and dimensions of intelligence, including self-regulation, development of talent and expertise, and multiple intelligences.

REALMEE’s approach is to provide a multidisciplinary and multi-institutional collaboration platform to develop and investigate engineering pedagogy. The goal of the research is to investigate whether support for the regulation of learning, a focus on developing students’ metacognitive skills, and the application of active learning methods support engineering students’ learning processes and lead to an orientation to deep learning. The purpose of the study is to produce new knowledge on engineering students’ approaches to learning, their perceptions of the teaching-learning environment, and factors that affect their study success and develop their working-life skills. The research aims to produce scientifically robust evidence on factors related to different approaches to teaching and learning in the higher education engineering context.

Recent publications:

  • Nokelainen, P., Nevalainen, T., & Niemi, K. (2017). Mind or machine? Opportunities and limits of automation. In C. Harteis (Ed.), The impact of digitization in the workplace: An educational view. Springer. (in press)
  • Salmisto, A., Nokelainen, P., & Postareff, L. (2016). Civil Engineering Students’ Experience of Learning Environment, Approaches to Learning and the Impact of Approaches to Study Success. Manuscript in review.
  • Postareff, L., Nokelainen, P., & Lindblom-Ylänne, S. (2016). Exploring students’ approaches to learning with nominal discrete Bayesian methods. Manuscript under preparation.
  • Koris, R., & Nokelainen, P. (2015). The student-customer orientation questionnaire (SCOQ): application of customer metaphor to higher education. International Journal of Educational Management, 29(1), 115-138.
  • Salmisto, A., & Nokelainen, P. (2015). Knowledge creation and innovation in civil engineering course for the first-year university students. European Journal of Engineering Education, 40(5), 506-521.