Abstract:

This contribution presents the design, structure and educational purpose of a student survey developed for an undergraduate elective course in Welding. The aim of the survey is to systematically gather students’ perceptions of the different components of the course in order to improve future teaching practices and to strengthen the implementation of continuous assessment methodologies.

The survey explores several key dimensions of the learning process. It includes questions on the time devoted to studying the course content and on students’ evaluation of theoretical instruction, practical training and training seminars. It also examines the role of the institutional online learning platform as a support tool for the subject, asking students about its perceived usefulness, the frequency of use and any difficulties encountered with digital resources or course materials.

In addition, the questionnaire incorporates open-ended items that invite students to describe challenges, propose improvements and share general observations about their learning experience. Further questions focus on students’ preferences regarding teaching methodologies, specifically whether they would choose a continuous assessment model or an examination-based system, and whether they would enroll in the course again.

The aim of this study is to optimize teaching methodologies to better meet student needs. By exploring and experiencing the theoretical, practical, and digital components of a technical subject, the survey becomes a useful tool for guiding curriculum improvement, optimizing learning environments, and fostering evidence-based educational innovation.

Keywords:

Teaching methodologies, Continuous assessment, Welding, Engineering, Educational innovation.