Total integration and active participation in the learning process in textile engineering education

The aim of this case study was to study how combining several textile engineering courses into a larger entity and applying student-centred teaching methods helped learning, activation, motivation and commitment. The courses were combined in order to give the students a more holistic view. The subject was a class of textile engineering students in their second year at Tampere Polytechnic, Tampere, Finland, including ten young women in their early 30s. The combination included the seamless integration of lectures and laboratory works. The teaching methods were renewed with hopes of getting better learning results and more meaningful learning. Research tools such as questionnaires, tests, focused interviews and observations were utilised. Also, the students' and teacher's learning diaries and exams were at the researchers' disposal. These teaching arrangements helped the students' learning and understanding. Good motivation and commitment could also be achieved. The close integration of theory and laboratory works turned out to be a successful arrangement. The students also took responsibility of their learning and the lecturer enjoyed his work. However, a decisive attitude and keen interest in pedagogical development is needed in order to succeed.