Discovering Upper-Division Students’ Cognitive Engagement Across Engineering Courses—An Interpretive Phenomenological Analysis Approach
Background: Engineering education research has consistently purported that student cognitive engagement is tied to learning outcomes and can be influenced by pedagogical strategies. Yet, there is little research describing the nuanced experience of students as they engage with their courses and how...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
VT Publishing
2020-11-01
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| Series: | Studies in Engineering Education |
| Subjects: | |
| Online Access: | https://www.seejournal.org/articles/5 |