Curiosity based learning: Impact study in 1st year electronics undergraduates

There have been a number of reports over recent years on alternative approaches to teaching that concentrate on encouraging the student to take the initiative. These include but are not limited to problem-based, studio-based, inquiry-based and curiosity-based learning. The purpose of this focused study into curiosity-based learning (CBL) within a small class of first year engineering undergraduates is to develop an understanding of the way such an auto-didactic approach may affect or impact the way students achieve the required learning outcomes. By including CBL phases within the learning outcomes of a business management module, experienced teachers can motivate students to gather, analyse and present data without recourse to more established teaching methodologies. This `light touch´ approach may encourage students to adopt CBL methods autonomously in future, enhancing personal and collaborative group studies, improving effective communication and their willingness to challenge conventional wisdom and generally improving a student´s `softer´ skills. This paper describes the module, its objectives, previous literature on the topic and the research methodology used before discussing findings and implications. The main findings are that the module has enhanced student motivation, has had a significant impact on student Venturing Self-Efficacy and a positive impact on student awareness of the importance of management to their future careers.