Affective learning in engineering education

Abstract

Applicable pedagogic theory differentiates between affective and cognitive learning. Affective learning corresponds to values, behaviors as well as attitudes and includes the learner emotionally. Cognitive learning corresponds to knowledge and its application. In this project, student self-reflection is added to two of the tutorials in my course in Energy Markets, for the first one self-assessment will be in the form of a rebuttal report, while for the second tutorial it will be focused on a reflection of the own (group) work. In my course in Heat Transfer, a module is added that is expected to engage the students with a group project (3- 4 students per group) that should be presented with a student made movie. This project relates to pedagogical literature in terms of 1) deep learning, which is facilitated by script wring prior to video recording, since several steps of content repetition is included, 2) group work/discussions, which is strongly incorporated in the flipped class room approach, and triggers affective learning, 3) the flipped class room is expected to enable the coupling of cognitive and affective learning and 4) self-reflection triggers the student to reach a higher step, both in the affective and in the cognitive hierarchy.