An affective¬cognitive teaching and learning framework in engineering education
The affective aspect of learning (feeling, emotion, and attitude) tends to be relatively less appreciated in engineering education compared to the cognitive aspect of learning, although numerous studies support the importance of the affective dimension in facilitating the effective cognitiv...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
2012
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| Online Access: | http://eprints.uthm.edu.my/7999/ http://eprints.uthm.edu.my/7999/1/J5301_e932313853bbf6411b4043619cce2a51.pdf |
| _version_ | 1848889269409546240 |
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| author | Anwar Lashari, Tahira Alias, Maizam Akasah, Zainal Abidin Kesot, Mohd Jahaya |
| author_facet | Anwar Lashari, Tahira Alias, Maizam Akasah, Zainal Abidin Kesot, Mohd Jahaya |
| author_sort | Anwar Lashari, Tahira |
| building | UTHM Institutional Repository |
| collection | Online Access |
| description | The affective aspect of learning (feeling, emotion, and attitude) tends to be relatively less appreciated in engineering
education compared to the cognitive aspect of learning, although numerous studies support the importance of the affective
dimension in facilitating the effective cognitive processes and the internalization of cognitive knowledge. Lack of
appreciation of the affective dimension often results in undervaluing the students’ potential which leads to poorer
realization of students’ achievement. One of the factors that may contribute to this phenomenon is the lack of a teaching
and learning model for supporting the utilization of the affective dimension in the teaching for cognitive learning.
Therefore, this paper proposes an affective‐cognitive framework based on the proposed study for teaching and learning in
engineering education that integrates the affective aspects of learning into teaching and learning activities. The affective
aspects namely, self‐efficacy, locus of control and attitude has been identified from existing knowledge on personality
traits as being important in promoting learning. It is expected that the integrated approach can be used as a guideline by
engineering educators in designing effective and sustainable instructional materials that would result in effective
engineers for future development. |
| first_indexed | 2025-11-15T20:23:30Z |
| format | Article |
| id | uthm-7999 |
| institution | Universiti Tun Hussein Onn Malaysia |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-15T20:23:30Z |
| publishDate | 2012 |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | uthm-79992022-11-13T07:23:08Z http://eprints.uthm.edu.my/7999/ An affective¬cognitive teaching and learning framework in engineering education Anwar Lashari, Tahira Alias, Maizam Akasah, Zainal Abidin Kesot, Mohd Jahaya T Technology (General) The affective aspect of learning (feeling, emotion, and attitude) tends to be relatively less appreciated in engineering education compared to the cognitive aspect of learning, although numerous studies support the importance of the affective dimension in facilitating the effective cognitive processes and the internalization of cognitive knowledge. Lack of appreciation of the affective dimension often results in undervaluing the students’ potential which leads to poorer realization of students’ achievement. One of the factors that may contribute to this phenomenon is the lack of a teaching and learning model for supporting the utilization of the affective dimension in the teaching for cognitive learning. Therefore, this paper proposes an affective‐cognitive framework based on the proposed study for teaching and learning in engineering education that integrates the affective aspects of learning into teaching and learning activities. The affective aspects namely, self‐efficacy, locus of control and attitude has been identified from existing knowledge on personality traits as being important in promoting learning. It is expected that the integrated approach can be used as a guideline by engineering educators in designing effective and sustainable instructional materials that would result in effective engineers for future development. 2012 Article PeerReviewed text en http://eprints.uthm.edu.my/7999/1/J5301_e932313853bbf6411b4043619cce2a51.pdf Anwar Lashari, Tahira and Alias, Maizam and Akasah, Zainal Abidin and Kesot, Mohd Jahaya (2012) An affective¬cognitive teaching and learning framework in engineering education. ASEAN Journal of Engineering Education, 1 (1). pp. 11-24. |
| spellingShingle | T Technology (General) Anwar Lashari, Tahira Alias, Maizam Akasah, Zainal Abidin Kesot, Mohd Jahaya An affective¬cognitive teaching and learning framework in engineering education |
| title | An affective¬cognitive teaching and learning framework in engineering education |
| title_full | An affective¬cognitive teaching and learning framework in engineering education |
| title_fullStr | An affective¬cognitive teaching and learning framework in engineering education |
| title_full_unstemmed | An affective¬cognitive teaching and learning framework in engineering education |
| title_short | An affective¬cognitive teaching and learning framework in engineering education |
| title_sort | affective¬cognitive teaching and learning framework in engineering education |
| topic | T Technology (General) |
| url | http://eprints.uthm.edu.my/7999/ http://eprints.uthm.edu.my/7999/1/J5301_e932313853bbf6411b4043619cce2a51.pdf |