Document Type

Article

Abstract

While the term “learning engineering” was first coined by Herbert [1]; it is becoming more salient recently. But there is not a commonly shared understanding of learning engineering as a professional or an academic field. Thus, we explored a range of resources, including scholarly publications and discussions, websites and initiatives of selected professional organizations, resources from related USA government and agencies, recent job posts and learning engineering degree programs to find relevant rhetoric, descriptions, curricula, task forces and other resources on learning engineering. Based on a critical synthesis of the above-mentioned materials, we argue that learning engineering is an emerging interdisciplinary field, which is timely needed and is yet to be defined. Further, we propose a framework named TRAP to define learning engineering from four perspectives: Theoretical foundations, Research impacts, Analytical methods, and Practical applications, followed by discussions on related fields and the impacts of learning engineering. We envision that learning engineering will leverage learning technology for rapid waves of global upskilling and reskilling at scale in the coming years. This paper is an important initial step leading towards a comprehensive, universal understanding of learning engineering as a professional field. The TRAP definition also provides fundamental guidelines to further develop the core competences of learning engineering, which will lead to more rigorous programs in higher education. Moving forward, learning engineering as an academic field also requires research and explorations on how to assess student learning and programs success

Disciplines

Education | Educational Administration and Supervision | Educational Technology | Engineering | Higher Education | Online and Distance Education | Social and Behavioral Sciences | Vocational Education

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