Laboratory learning objectives: ranking objectives across the cognitive, psychomotor and affective domains within engineering

Sasha Nikolic, Thomas Suesse, Sarah Grundy, Rezwanul Haque, Sarah Lyden, Ghulam Mubashar Hassan, Scott Daniel, Marina Belkina, Sulakshana Lal

Research output: Contribution to journalArticlepeer-review

1 Citation (Scopus)

Abstract

The literature on laboratory objectives in engineering education research is scattered and inconsistent. Systematic literature reviews identified the need for better understanding. This paper ranks the laboratory learning objectives across the cognitive, psychomotor and affective domains to improve scaffolding. It provides an opportunity for reflection, a pathway to confirm assessment alignment, and opens future research areas. To accomplish this, the Laboratory Learning Objectives Measurement (LLOM) instrument is used to survey 160 academics from around the world representing 18 engineering disciplines. The results suggest that the collective ranking order does represent a framework that can be used broadly. However, for greater alignment with consensus thinking, discipline rankings should be used. The cognitive domain was deemed the most important. These results provide the community’s opinion and may not necessarily be best practice, providing an opportunity for reflection.
Original languageEnglish
Pages (from-to)454-473
Number of pages20
JournalEuropean Journal of Engineering Education
Volume49
Issue number3
Early online dateAug 2023
DOIs
Publication statusPublished - 2024

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