Evaluation of Haptic Modules for Training in Undergraduate Mechanics

2015 ◽  
Author(s):  
Ernur Karadogan ◽  
Robert L. Williams ◽  
Figen Karadogan
Keyword(s):  
Conceptual Understanding ◽  
Teaching And Learning ◽  
Engineering Students ◽  
Force Feedback ◽  
Target Population ◽  
Problem Solving Skills ◽  
Undergraduate Engineering ◽  
Significant Difference ◽  
Software Modules ◽  
Visual Learners

This article reports the evaluation results of the software modules we are developing to augment teaching and learning in standard required undergraduate engineering mechanics courses. Using these modules, students can change parameters, predict answers, compare outcomes, interact with animations, and “feel” the results using a force feedback joystick. The overall system aims to increase teaching and learning effectiveness by rendering the concepts compelling, fun, and engaging. Three software modules in Dynamics were evaluated by a sample of the target population, 40 undergraduate engineering students who were enrolled in a sophomore-level Dynamics course during the evaluation. Students showed significant preference in that the modules would increase their interest in Dynamics subject and their engagement in the Dynamics course that they were enrolled at the time of the evaluation. Evaluation results also showed significant difference in preference in that the modules would improve students’ both conceptual understanding of the Dynamics subjects and problem-solving skills. Tactile learners believed that the modules would improve their conceptual understanding of Dynamics subjects more than the visual learners. 97.5% of the students were willing to use the software again in the future. 92.5% of the students believed that the incorporation of this software to the instruction of Dynamics would be beneficial to their learning.

scholarly journals Improving students' attitude, conceptual understanding and procedural skills in differential calculus through Microsoft mathematics

2018 ◽  
Vol 8 (4) ◽  
pp. 385 ◽  
Author(s):  
Marie Jean Mendezabal ◽  
Darin Jan Tindowen
Keyword(s):  
Conceptual Understanding ◽  
Differential Calculus ◽  
Teaching And Learning ◽  
Engineering Students ◽  
Traditional Approach ◽  
Control Group ◽  
Procedural Skills ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Experimental Group

This study examined the effects of using Microsoft Mathematics on students’ attitude, conceptual understanding, and procedural skills in Differential Calculus. A quasi-experimental research design was used in which two different learning environments were compared. The participants of the study were two classes of Electrical Engineering students enrolled in Differential Calculus course, assigned randomly as control and experimental groups with 30 students in each group. The control group was taught using the traditional approach of teaching Differential Calculus while the experimental group was taught the same lessons using the Microsoft Mathematics embedded activity sheets. The experimental group learned through exploration and discovery of various concepts. The findings indicated that the participants had little understanding of the concepts and processes of Calculus prior to the conduct of the study. A significant improvement in their performances was noted after the experimentation. This suggests that the use of Microsoft Mathematics in teaching and learning Differential Calculus improves students’ conceptual understanding and procedural skills. It is also found that the use of Microsoft Mathematics in teaching and learning calculus is equally effective as the traditional approach. In terms of attitude, the experimental group demonstrated a “favorable” to “very highly favorable” attitude along the five (5) domains of the MTAS. A significant difference exists between the pretest and posttest attitude of the subjects on the domain “learning Mathematics with technology”. 

Evaluation of TAPS Packages

2010 ◽  
pp. 128-147
Author(s):  
Manjit Singh Sidhu
Keyword(s):  
Problem Solving ◽  
Learning Styles ◽  
Grade Point Average ◽  
Engineering Students ◽  
Target Population ◽  
Grade Point ◽  
Slow Learners ◽  
Undergraduate Engineering ◽  
The Third ◽  
Engineering Mechanics

The evaluation was carried out to examine the distribution of learning styles (discussed in Chapter 2) of the third year undergraduate engineering students and suggest effective problem solving approaches that could increase the motivation and understanding of slow learners at UNITEN. For this study, a sample target population of 60 third year undergraduate engineering students who had taken the Engineering Mechanics subject was tested. These students were selected based on their second year grade point average (GPA) of less than 2.5 as this study emphasizes on slow learners.

The effect of peer-led team learning on undergraduate engineering students’ conceptual understanding, state anxiety, and social anxiety

2018 ◽  
Vol 19 (3) ◽  
pp. 694-710 ◽  
Author(s):  
E. N. Eren-Sisman ◽  
C. Cigdemoglu ◽  
O. Geban
Keyword(s):  
General Chemistry ◽  
Social Anxiety ◽  
Conceptual Understanding ◽  
Trait Anxiety ◽  
State Anxiety ◽  
Engineering Students ◽  
Control Group ◽  
College Instruction ◽  
Undergraduate Engineering ◽  
Experimental Group

This study aims to compare the effectiveness of a Peer-Led Team Learning (PLTL) model with that of traditional college instruction (TCI) in enhancing the conceptual understanding and reducing both the state anxiety and social anxiety of undergraduate engineering students in a general chemistry course in a quasi-experimental design. 128 engineering students taking the course participated in the study. One of the course sections was randomly assigned to the experimental group and the other section was assigned to the control group. Both sections were taught by the same instructor. The control group was instructed using traditional college instruction, while the experimental group was instructed using the PLTL model. Throughout this study, six peer-led chemistry workshops and leader training sessions were performed simultaneously. The General Chemistry Concept Test, the State–Trait Anxiety Inventory, and the Social Anxiety Questionnaire for Adults were administered before and after the treatment to both groups. One-way Multivariate Analysis of Covariance (MANCOVA) indicated that after controlling students’ university entrance scores, trait anxiety scores and pre-test scores of both the General Chemistry Concept Test and state anxiety, the PLTL model was more effective in improving the conceptual understanding and reducing the situational anxiety of engineering students in undergraduate general chemistry. However, it was not so effective in lessening their social anxiety when compared to traditional college instruction.

scholarly journals ENGINEERING INSTRUCTORS AND THEIR TEACHING GOALS, TEACHING PRACTICES AND CONCEPTIONS OF STUDENT LEARNING IN UNDERGRADUATE EDUCATION

2021 ◽  
Author(s):  
Lisa Romkey
Keyword(s):  
Student Learning ◽  
Situated Learning ◽  
Teaching Practices ◽  
Teaching And Learning ◽  
Engineering Students ◽  
Learning Goals ◽  
Learning Theories ◽  
Undergraduate Engineering ◽  
Teaching Goals ◽  
Undergraduate Engineering Education

This paper shares the results of a multiinstitutional study examining the teaching goals andpractices of engineering instructors. Through both a survey and a set of interviews, engineering instructors at four institutions in Ontario were invited to share their key teaching and learning goals, teaching philosophy, and the use of teaching and learning activities in the teaching of undergraduate engineering students. Engineering instructors shared a surprising diversity of teaching goals and practices, and through a discussion of powerful teaching activities, a set of conceptualizations around student learning emerged, ordered in decreasingprominence: Students learn through: (1) making realworld connections; (2) application of concepts; (3) interaction with the instructor; (4) interaction between students; (5) independence and ownership and (6) listening to what the professor says and does. These views are all reflected in the diversity of learning theories available in the literature, and in particular situated learning theory, but an understanding of these specific conceptualizations, articulated by engineering instructors, can be used to better support engineering instructors in their teaching, and in the development of new curricular initiatives in undergraduate engineering education. This work expands on the existing literature on teaching in higher education and teaching practices in engineering.

scholarly journals Development of Learning Tools using Maples for Engineering Mathematics Subject

2018 ◽  
Vol 9 (1) ◽  
pp. 131
Author(s):  
Norlenda Mohd Noor ◽  
Hanifah Sulaiman ◽  
Zuraida Alwadood ◽  
Suhaila Abd Halim ◽  
Nurul Filzah Syamimi Wahid ◽  
...  
Keyword(s):  
Problem Solving ◽  
Teaching And Learning ◽  
Engineering Students ◽  
Dimensional Space ◽  
Mathematical Problem ◽  
Learning Tools ◽  
Problem Solving Skills ◽  
3 Dimensional ◽  
Engineering Mathematics ◽  
The Subject

<p>Mathematics is one of the basic and core subject for engineering students. Learning mathematics helps in developing problem solving skills as the subject requires critical thinking. However, many students perceive mathematics as a difficult subject and eventually get poor result for the subject. In the institution under study, there were increases in failure rate for the subject for the past few semesters. Based on a preliminary study, it was found that 55 percent of engineering student claimed that they encountered difficulties in visualizing functions in 3-dimensional space, which is the main content for engineering calculus subject. This fact is very unsatisfactory as engineering students are expected to possess strong mathematical problem solving skills. In light of this, the objective of this research is to develop an interactive teaching and learning tools, so as to assist students in visualizing 3-dimensional space functions. The tool is intended to be used in teaching and learning process in classrooms and it is expected that the students’ understanding in the subject could be improved.</p>

Introducing Problem Based Learning in a Materials Science Course in the Undergraduate Engineering Curriculum

2010 ◽  
Author(s):  
Holly Henry ◽  
David H. Jonassen ◽  
Robert A. Winholtz ◽  
Sanjeev K. Khanna
Keyword(s):  
Problem Solving ◽  
Engineering Students ◽  
Materials Science ◽  
Problem Based Learning ◽  
Engineering Curriculum ◽  
Intellectual Activity ◽  
Traditional Lecture ◽  
Problem Solving Skills ◽  
Undergraduate Engineering ◽  
The Subject

Problem solving is the primary intellectual activity of mechanical engineers. Therefore, enhancing problem-solving skills is essential for preparing mechanical engineering students for the workplace. The most powerful method for enhancing problem-solving skills is problem-based learning (PBL). This paper presents the design and construction of a PBL-based course in materials science at the junior level. We examine the ability of the course based on problems to enable students to learn both fundamental knowledge of the subject matter and also problem solving skills and contrast it with outcomes in a traditional lecture based course. The issues and challenges faced and qualitative evidence is presented.

scholarly journals Blended Learning Perception among Undergraduate Engineering Students

2016 ◽  
Vol 11 (01) ◽  
pp. 54 ◽  
Author(s):  
Tatiana Krasnova ◽  
Ivan Vanushin
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
Engineering Students ◽  
Online Courses ◽  
Virtual Space ◽  
Educational Benefits ◽  
Undergraduate Engineering ◽  
Learner Centered ◽  
Higher Institutions

Technology is constantly evolving in more sophisticated forms giving new opportunities for educators to transfer learning into virtual space. New educational technology trends are associated today with blended learning where traditional methods of teaching merge with online sessions. Blended learning with its learner-centered approach has a potential to enhance the quality of teaching and learning. Russian higher institutions embrace this technology as a strategy to engage and motivate students and thereby augment the learning process. The paper studies students’ engagement and satisfaction with the online courses and their overall perception from learners’ perspective. The findings could serve as a reference point to promote online courses and to achieve considerable educational benefits.

Effectiveness of Introducing Problem Based Learning in the Undergraduate Engineering Curriculum

2012 ◽  
Author(s):  
Sanjeev K. Khanna ◽  
Robert A. Winholtz ◽  
David H. Jonassen ◽  
Andrew Tawfik ◽  
Holly Henry
Keyword(s):  
Problem Solving ◽  
Engineering Students ◽  
Materials Science ◽  
Problem Based Learning ◽  
Intellectual Activity ◽  
Traditional Lecture ◽  
Problem Solving Skills ◽  
Undergraduate Engineering ◽  
Powerful Approach ◽  
The Subject

Problem solving is the primary intellectual activity of engineers. Therefore, enhancing problem-solving skills is essential for preparing engineering students for practice in the profession. A powerful approach for enhancing problem-solving skills is the problem-based learning (PBL) method. This paper presents the design and construction of a PBL-based course in materials science at the junior level in a mechanical & aerospace engineering (MAE) department. We assess the ability of a PBL course based on longer complex problems to enable students to learn both fundamental knowledge of the subject matter and also problem solving skills and contrast it with outcomes in a traditional lecture based course. The issues and challenges faced in assessing and implementing PBL are discussed.

Sign in / Sign up

Export Citation Format

Share Document