2026-06-19T17:03:43Zhttps://riubu.ubu.es/oai/request

oai:riubu.ubu.es:10259/80122023-11-15T01:05:22Zcom_10259_6171com_10259_5086com_10259_2604col_10259_6172

Student Perceptions of Formative Assessment and Cooperative Work on a Technical Engineering Course Revilla Cuesta, Víctor Skaf Revenga, Marta Manso Villalaín, Juan Manuel Ortega López, Vanesa Formative assessment and cooperative work Active and collaborative learning Student-centered learning environments Technical engineering subject Mixed analysis Autonomy Teamwork skills Teaching guidance Ingeniería civil Materiales de construcción Enseñanza superior Civil engineering Building materials Education, Higher Formative Assessment and Cooperative Work (FACW) is a teaching methodology that promotes student learning based on peer support, both in solving problems and identifying the mistakes made through feedback. The perceptions of 49 mechanical engineering students at the University of Burgos are analyzed in this article with regard to their first practical experience of FACW methodology in a technical subject, characterized by a highly complex content and a strong link between theoretical and practical concepts. The responses of the students to two blocks of open questions were evaluated in a qualitative, mixed, and statistical analysis. Various aspects that the students raised in relation to FACW could therefore be studied, such as their points of view towards: (1) The usefulness of FACW teaching modality; and (2) their preferences regarding the optimum teaching modality. The results showed that, although the students expressed favorable opinions towards FACW, they did not consider, in general, that teamwork was necessary for optimal learning, revealing a clear dependence on formal classroom presentations for the explanation of theoretical concepts. Students considered that theoretical concepts could not be autonomously acquired. Therefore, the application of the FACW teaching methodology to these courses could be especially beneficial to favor autonomous learning and to develop teamwork skills, training engineers with the right knowledge and skills today for tomorrow’s world. This research was funded by the following entities and grants: Spanish Ministry MCI, AEI, EU, and ERDF, grants PID2019-106635RB-I00, 10.13039/501100011033, and FPU17/03374; the Junta de Castilla y León and ERDF, grant BU119P17 awarded to research group UIC-231; Youth Employment Initiative (JCyL) and ESF, grant UBU05B_1274; and the University of Burgos through grant Y135 GI awarded to the SUCONS group. 2023-11-14T11:19:48Z 2023-11-14T11:19:48Z 2020-06 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion http://hdl.handle.net/10259/8012 10.3390/su12114569 2071-1050 eng Sustainability. 2020, V. 12, n. 1, 4569 https://doi.org/10.3390/su12114569 Atribución 4.0 Internacional http://creativecommons.org/licenses/by/4.0/ info:eu-repo/semantics/openAccess MDPI https://riubu.ubu.es/bitstream/10259/8012/4/Revilla-sustainability_2020.pdf.jpg Hispana TEXT http://creativecommons.org/licenses/by/4.0/ RIUBU. Repositorio Institucional de la Universidad de Burgos http://hdl.handle.net/10259/8012