Applying Instructional Design in Engineering Education and Industrial Training: An Integrative Review

Abstract

Various pedagogies have been proposed in the engineering education literature. However, simply applying pedagogical approaches might be ineffective in helping learners acquire and exhibit skills necessary for future industrial endeavours, if learning activities and learning objects are not structurally designed. In this paper, we present an integrative and interpretive review of studies to show how instructional design principles listed in the First Principles of Instruction (FPI) framework are in alignment with teaching and learning of and with cognitive and psychomotor skills, particularly in industrial training and engineering education. The applications of FPI and its impacts on learning were discussed, whereas congruence between the i) FPI and the Bloom’s Taxonomy, and ii) FPI and psychomotor instruction, were identified. This study aims to offer insights for redesigning teaching and training in engineering education with an effective instructional design, ultimately enhancing the pedagogical values of its learning objects and activities.