In her doctoral dissertation, Susanna Hartikainen explored how active learning methods have been studied in engineering higher education and how these methods shape students’ experiences. The findings show that active learning methods are often associated with positive learning outcomes, but their theoretical foundations in research are weak. At the same time, students’ experiences reveal that these methods strongly influence emotions and motivation: for example, challenges in group work, high responsibility for learning, and limited support were linked to negative experiences. The dissertation provides a clearer theoretical foundation for active learning methods and offers higher education teachers practical ways to support students in active learning environments.
The doctoral dissertation of M.A. Ed. Susanna Hartikainen in the field of Education titled Active Learning in Engineering Higher Education: Bridging Conceptual Perspectives and Student Learning Processes will be publicly examined at the Faculty of Education and Culture at Tampere University on 26 June 2026.
The Opponent will be Professor Raija Hämäläinen from University of Jyväskylä. The Custos will be Professor Petri Nokelainen from the Faculty of Education and Culture, Tampere University.