To activate learning or not to activate?

P. Pietikäinen, E. Zitting

    Research output: Chapter in Book/Report/Conference proceedingConference contributionProfessional

    2 Citations (Scopus)


    The study is about basic course at Polymer technology at Helsinki University of Technology that is taken by ca. 150 students. It is not compulsory to attend lectures which connected with good educational material has led to situation that only 1/3 of the students. Conventionally the course has been assessed using a theory exam in the end of the course. For two years now, an alternative way has been offered: weekly assignments. These assignments consist of question s about substance and reflective learning diary part to show one's deeper understanding and to describe the learning process. Most of the students that made assignments found it a meaningful way to learn. Also the teachers do believe in this kind of activation. The shortage of teacher recourses for the assessment will be fact also next year. A larger question is how to activate the passive students? Now it seems that students that are active anyway were offered an effective way to be even more active. Does this improve the quality of learning in desired way?

    Original languageEnglish
    Title of host publicationSEFI 37th Annual Conference 2009
    Publication statusPublished - 2009
    MoE publication typeD3 Professional conference proceedings
    EventAnnual Conference of the European Society for Engineering Education - Rotterdam, Netherlands
    Duration: 1 Jul 20094 Jul 2009
    Conference number: 37


    ConferenceAnnual Conference of the European Society for Engineering Education
    Abbreviated titleSEFI


    • Activation
    • Learning
    • Learning style
    • Teaching


    Dive into the research topics of 'To activate learning or not to activate?'. Together they form a unique fingerprint.

    Cite this