The USE courses (the USE basic course and the USE course sequences) at Eindhoven University of Technology (TU/e) make students aware of, reflect on and model User, Society and Enterprise aspects of technologies. Some of these courses received lower-than-average student evaluations in 2015-2016. Students indicate that they are less motivated in the courses and spend less time studying. Students’ e…

Learning Environments often encompass the social, physical, psychological, and pedagogical contexts in which teaching and learning occur. It includes the relationship between the teacher and the students, the relationship among the students, students’ learning approaches and motivations, supportive learning technologies, how the curriculum has been developed in relation to the learning outcomes s…

This project aimed to realise optimised instruction, intensified feedback and aligned assessment without increasing personnel demands.  

How can engineering epistemology of students, teachers and stakeholders in a collaborative process in CBL be understood and stimulated systematically? This is the question we are exploring in our project through mapping the beliefs we hold to be true about knowledge and knowing.

We used an existing Self-Determination Theory questionnaire to measure motivation and basic needs of first-year's students. We could very clearly indicate the important role of "assignment" for the basic need "competence" (autonomy stressed often in literature was less important, relatedness was not important at all). "Competence" correlated strongly with "intrinsic motivation" that in turn corre…

After intensive research, TU/e decided to fundamentally redesign the basic course on ethics using flipped-classroom and challenge-based learning for a group of 180 students.

This project explores the use of AI tools for scaffolding student learning in writing. It aims to determine whether and how these tools can help in both the teaching and assessment of writing skills.