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The goal of the present work was to explore student perspectives about a course module designed with cognitivist and constructivist learning theories, the cognitive apprenticeship instructional model, and a T-shaped design, specifically the first module of a Computational Fluid Mechanics curricular unit within a Master of Computational Mechanics program. This module was redesigned accordingly after the professor participated in a faculty development course, Engineering Education Theory and Practice, at the Faculty of Engineering, University of Porto. Student perspectives on the efficacy of the redesigned course were solicited, along with those from students who had previously taken the course. Students who participated in the revised course module reported higher levels of satisfaction than students from the previous iteration of the course and were more likely to recognize the value of specific instructional activities. This paper describes the revision of the course module and a comparison of the student feedback before and after those revisions.
Pinto et al. (Mon,) studied this question.