Exploring Engineering instructors’ views about writing and online tools to support communication in Engineering

Journal article


Howard, Sarah K., Khosronejadtoroghi, Maryam and Calvo, Rafael A.. (2017). Exploring Engineering instructors’ views about writing and online tools to support communication in Engineering. European Journal of Engineering Education. 42(6), pp. 875-889. https://doi.org/10.1080/03043797.2016.1228612
AuthorsHoward, Sarah K., Khosronejadtoroghi, Maryam and Calvo, Rafael A.
Abstract

To be fully prepared for the professional workplace, Engineering students need to be able to effectively communicate. However, there has been a growing concern in the field about students’ preparedness for this aspect of their future work. It is argued that online writing tools, to engage numbers of students in the writing process, can support feedback on and development of writing in engineering on a larger scale. Through interviews and questionnaires, this study explores engineering academics’ perceptions of writing to better understand how online writing tools may be integrated into their teaching. Results suggest that writing is viewed positively in the discipline, but it is not believed to be essential to success in engineering. Online writing tools were believed to support a larger number of students, but low knowledge of the tools limited academics’ understanding of their usefulness in teaching and learning. Implications for innovation in undergraduate teaching are discussed.

Keywordstechnology integration; writing; online feedback; engineering education; higher education
Year2017
JournalEuropean Journal of Engineering Education
European Journal of Engineering Education
Journal citation42 (6), pp. 875-889
PublisherTaylor & Francis
ISSN0304-3797
Digital Object Identifier (DOI)https://doi.org/10.1080/03043797.2016.1228612
Scopus EID2-s2.0-84987597501
Research or scholarlyResearch
Page range875-889
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online12 Sep 2016
Publication process dates
Accepted15 Aug 2016
Deposited19 May 2022
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