Do engineering students perceive that different learning and teaching modes improve their referencing and citation skills?

Abstract

The present work explores the research question: do capstone engineering students perceive that different learning and teaching modes improve their referencing and citation skills? Two different teaching and learning modes of instruction were implemented for demonstration and training on the use of engineering databases and bibliographic information retrieval resources: i.e. small group and large group. A survey was conducted of students’ perception of the mode of instruction in both a large class format and the small-class hands-on environment. Analysis of the survey data yielded an overall positive response from students to the implementation of computerised bibliographic software for both class formats. However, this study found compelling evidence that students highly value the intensive instruction in a small group to assist them in improving their use and understanding of citations in written documentation.