EVALUATING THE STUDENT EXPERIENCE OF SPECIFIC CDIO SKILLS FROM A PHENOMENOGRAPHIC APPROACH USING STUDENTS AS CO-PARTICIPANTS

This paper outlines the evaluation approach presently adopted at Singapore Polytechnic to identify the impact of CDIO implementation on student learning. It specifically focuses on how selectively infused CDIO skills are being experienced by students in terms of their perceived relevance, the learning approaches adopted, and motivation. To achieve an understanding of the student learning experience a phenomenographic approach is being adopted as part of the overall evaluation strategy. This seeks to explore how students perceive the infusing of CDIO skills and the responses they are making in terms of learning orientation. We are specifically interested in their approach to learning these skills (e.g., Deep or Surface and the variation involved) as well as their perception of relevance and motivation. The research approach also includes a sample of students who are “co-participants” (a term borrowed from Lincoln, 1990, p.78) in that they are interested in the research and what it might produce. These co-participants provide regular feedback on their and fellow students experiences through a designated blog and semi-structured focus group interviews. The research is longitudinal and will provide us with the opportunity to employ a grounded theory approach (Glaser & Straus, 1967) in which we can validate emerging theory with student co-participants. While, at the time of writing, the research is in its earlier stages, it will provide useful insights into how evaluation of CDIO might be formulated in terms of direct exploration of the student learning experience, and what we might learn in terms of improved implementation and specific teaching practices