Abstract:

Action orientation is an approach that has been mandatory and used in the German vocational training system for years. It is an implementation of constructivist learning theory, so that the focus is on learners actively developing their own knowledge structures. The approach can be defined in terms of individual characteristics (C1 - C6). The successful implementation of the approach in learning units is supported by individual determinants (D1 - D10). Due to space limitations, only the characteristics will be outlined in this abstract.

The subject reference (C1) is the starting point for learning and teaching processes and the most important precondition for success. It involves learners in the definition of learning objectives, content and methods. Holistic approach (C2) as the second characteristic of action orientation aims to take into account cognitive, affective and psychomotor aspects. The other two characteristics relate to action regulation (C3) and action goals (C4), so that information, planning, execution and evaluation of action products are sub-processes within learning. The action products (e.g. a device to be repaired) represent the material implementation of the action goals (e.g. repairing a technical system). These characteristics already indicate that the learning processes always have a practical relevance (C5) in order to promote learner motivation. Finally, meta-communication (C6) is an important component of the learning activities, as reflecting on one's own learning successes and problems is crucial for success.

The full article analyses whether action orientation is suitable for academic engineering education. In this context, it is important to consider the obstacles that may exist in a university setting. Since the author of this paper focuses on the introductory phase of the study, the large cohorts (> 100 students) can be seen as the main challenge. This implies that there is a weak relationship between students and teachers. In addition, large cohorts require large lecture rooms, which make group work difficult due to rigid seating arrangements. Furthermore, large cohorts are often given written examinations due to a lack of resources. These often focus on factual knowledge and are only partially suitable as competency-based examinations. The timing of each course, usually 90 minutes, makes it difficult for students to work for longer. Finally, the acceptance of activity-based formats in universities is a potential challenge.

Based on the possible challenges, individual implementation tips can be derived to enable the use of the action-oriented approach. Voluntary performance assessments and additional learning opportunities that shift individual learning tasks outside the learning units are one way of dealing with large cohorts and the fixed timing of courses. Creating transparency about learning objectives and involving learners in the planning of courses can increase acceptance. In addition, a performance assessment accompanying the course can be used as feedback to increase student motivation and promote competence-based assessment. In the full article, these approaches are linked to the individual determinants in order to facilitate action-oriented implementation. Finally, the full article presents two courses in which the individual determinants of action orientation are implemented. Both courses show that action orientation is possible even in a university with large cohorts.

Keywords:

Action orientation, introductory study phase, fundamentals of electrical engineering.