Enhancing Engineering Education through Transfer of Learning, Authentic Assessment, and Engineering Simulations

There is often a mismatch of expectations between the engineering industry and the ability of undergraduate students as they embark on their professional journeys. Students are expected to have a fundamental understanding of the knowledge and skills that are essential for an engineering career. However, not all students graduate with the same level of competence in transferring what they have learned. In this research study, we integrate three approaches: transfer of learning, authentic assessment, and engineering simulations, to raise the quality and relevance of engineering education.

Transfer of learning serves as a core aspect of this research. It focuses on the ability to apply knowledge and skills acquired in one context to solve problems in different, often real-world, situations. Retaining learned content is key as there may be extended periods of time before students complete their education and find employment. Meanwhile, authentic assessments are practical tasks or projects that mirror the complexities of engineering practice. This complements the transfer of learning by evaluating students' knowledge and develop their ability to apply it effectively beyond their textbooks. We use engineering simulation software to provide students opportunities to explore, experiment, and test their ideas in a safe, controlled but realistic setting.

This study monitors the progress of a cohort comprising of more than 120 students in the Mechanical Engineering program jointly offered by the Singapore Institute of Technology and the University of Glasgow. The design of the module adheres to Ashford-Rowe et al.'s “Critical Elements of Authentic Assessment” and includes the following components: (I) Students receive a comprehensive briefing on the assessment activity that centres around real-world engineering problems, (ii) Students demonstrating metacognition through a reflection of the transfer of their learning, (iii) Students are actively encouraged to participate in discussions, collaborate with peers, and seek consultations with subject matter experts, (iv) Fidelity to real-world scenarios is maintained using high-resolution simulations. This approach allows the students to be exposed to a range of unique and innovative authentic assessments ensuring their preparedness to tackle real-world challenges. Furthermore, students are explicitly encouraged to recognize the importance of connecting various modules together to actively internalize the transfer of their learning.

Open-ended survey data both before and after each selected module are collected to gather insights into various aspects, including students' attitudes toward the transfer of learning, and perceptions of enablers and barriers in transferring learned content and skills. In line with Kirkpatrick's Model of Evaluation, the results from modules with varying degrees of knowledge transfer are analysed to evaluate the effectiveness of the learning process and whether the training has influenced the students’ behaviour. This approach allows us to uncover factors that influence students' educational needs and expectations, and their views on learning retention stemming from authentic assessments. Furthermore, we will discuss the overall impact on student learning outcomes and its broader implications for the design of engineering education and training.