Laboratory learning objectives: ranking objectives across the cognitive, psychomotor and affective domains within engineering

The literature on laboratory objectives in engineering education research is scattered and inconsistent. Systematic literature reviews identified the need for better understanding. This paper ranks the laboratory learning objectives across the cognitive, psychomotor and affective domains to improve...

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Bibliographic Details
Published in:European journal of engineering education 2024-05, Vol.49 (3), p.454-473
Main Authors: Nikolic, Sasha, Suesse, Thomas F., Grundy, Sarah, Haque, Rezwanul, Lyden, Sarah, Hassan, Ghulam M., Daniel, Scott, Belkina, Marina, Lal, Sulakshana
Format: Article
Language:English
Subjects:
Alignment
Best practice
Blooms taxonomy
engineering
Engineering education
laboratory
Learning
learning objectives
Literature reviews
Ranking
Scaffolding
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Summary:The literature on laboratory objectives in engineering education research is scattered and inconsistent. Systematic literature reviews identified the need for better understanding. This paper ranks the laboratory learning objectives across the cognitive, psychomotor and affective domains to improve scaffolding. It provides an opportunity for reflection, a pathway to confirm assessment alignment, and opens future research areas. To accomplish this, the Laboratory Learning Objectives Measurement (LLOM) instrument is used to survey 160 academics from around the world representing 18 engineering disciplines. The results suggest that the collective ranking order does represent a framework that can be used broadly. However, for greater alignment with consensus thinking, discipline rankings should be used. The cognitive domain was deemed the most important. These results provide the community's opinion and may not necessarily be best practice, providing an opportunity for reflection.
ISSN:0304-3797
1469-5898
DOI:10.1080/03043797.2023.2248042