PLATFORM FOR HYBRID EDUCATION CONCEPT: INSIGHT INTO VIRTUAL TOOLS IMPACT TO ENGINEERING STUDENTS’ COMPETENCES GROWTH

2021 ◽  
Author(s):  
Pavel Pavlasek ◽  
Libor Hargas ◽  
Dusan Koniar ◽  
Viera Pavlaskova ◽  
Anna Simonova
Keyword(s):  
Engineering Students ◽  
Hybrid Education ◽  
Virtual Tools ◽  
Insight Into ◽  
Education Concept

Correlation between sustainability education and engineering students’ attitudes towards sustainability

2018 ◽  
Vol 19 (3) ◽  
pp. 459-472 ◽  
Author(s):  
Kuok Ho Daniel Tang
Keyword(s):  
Sustainable Development ◽  
Design Methodology ◽  
Engineering Students ◽  
Sustainability Education ◽  
Content Type ◽  
Fundamental Knowledge ◽  
Students Attitudes ◽  
Development Course ◽  
Beliefs And Attitudes ◽  
Insight Into

Purpose The purpose of this study is to investigate the impacts of a sustainable development course on the beliefs, attitudes and intentions of a cohort of engineering students in a university in Miri, Malaysia, towards sustainability. Design/methodology/approach Questionnaire survey was conducted among the cohort of students encompassing the three facets mentioned. Findings The respondents expressed low to medium agreement towards all the survey items related to beliefs, attitudes and intentions. A sense of moral obligation towards sustainability is linked to higher sustainability awareness, willingness to safeguard sustainability and a sense of responsibility towards sustainable development. The respondents were generally perceived to have fundamental knowledge of sustainable development. Research limitations/implications This study shows that a sustainable development course called Engineering Sustainable Development offered in a university in Miri, produced positive impacts on the beliefs, attitudes and intentions of the engineering students towards sustainable development. Sustainable development courses are generally instrumental to impart the value and practices of sustainability among university students. Originality/value As limited correlational studies on whether sustainable development courses effectively shape the beliefs and attitudes of students have been previously conducted, this study provides insight into the effectiveness of one of such courses and how the course can be further improved to enhance its effectiveness.

Teaching Engineering Ethics in the Classroom

2016 ◽  
pp. 1334-1349
Author(s):  
Josep M. Basart
Keyword(s):  
Engineering Education ◽  
Teaching And Learning ◽  
Engineering Students ◽  
Engineering Ethics ◽  
Public Welfare ◽  
Social Responsibilities ◽  
Teaching Responsibilities ◽  
Ethics Courses ◽  
And Training ◽  
Insight Into

Engineering students are introduced to their profession's ethical and social responsibilities along with their education and training at university. This might be the only time and place where public welfare engagement may be promoted by the institution and acknowledged by students. Their future behavior as engineers heavily depends on the understanding and commitment they may develop during this process. The purpose of this chapter is to discuss the main points related to the teaching and learning of Engineering Ethics at universities. In order to gain insight into this complex educational scene, a set of questions are formulated and explored. The discussion of these questions amounts to explain what Engineering Education consists of, how to integrate Engineering Ethics courses into the curriculum and develop instructional designs for classroom teaching, who should assume teaching responsibilities, and finally, what Engineering Ethics goals should be. For each query, the primal issues, controversies, and alternatives are discussed.

scholarly journals Exploring the Knowledge and Attitude of Engineering Students in the Imitation of Theoretical Knowledge

2017 ◽  
Vol 11 (8) ◽  
pp. 74
Author(s):  
Wael A. Salah ◽  
Anees Abu Sneineh
Keyword(s):  
Power Electronics ◽  
Engineering Students ◽  
Electrical Measurement ◽  
Theoretical Knowledge ◽  
Personal Interview ◽  
Simulation Tools ◽  
Virtual Tools ◽  
Second Year ◽  
Knowledge And Attitude

In this paper an exploration of the engineering student’s knowledge in different engineering simulation tools to validate the theoretical knowledge leaned were conducted. The study cover students from different courses taught at different degree levels. A survey was conducted among the students in the academic years of 2014/2015 and 2015/2016 for students attending the class of Electronics (second year level), power electronics class (third year level) and Electrical measurement class (fourth year level). A personal interview was also conducted to capture the feedback from the learners under interest. The main aim is to accrue the attitude of engineering students to apply the knowledge throughout the Imitation of theoretical knowledge using modern virtual tools.

scholarly journals THE DEVELOPMENT OF LIFE-LONG LEARNING COMPETENCIES: POSITIONING STUDENTS FOR SELF-REGULATION

2015 ◽  
Author(s):  
Richard J. Aleong ◽  
David S. Strong
Keyword(s):  
Engineering Students ◽  
Sense Of Self ◽  
Self Regulation ◽  
Self Awareness ◽  
Self Reflection ◽  
Reflective Process ◽  
Life Long Learning ◽  
Self Knowledge ◽  
Learning Competencies ◽  
Insight Into

Within the engineering attribute of life-long learning is the ability for self-regulation, described as the process in which students plan, monitor, control, and adjust their behaviour to meet specific goals. To be self-regulating requires a degree of self-awareness and self-reflection to build knowledge about the self. This self-knowledge contributes to one’s values, personal identity, and motivational beliefs that may direct academic behaviour. In this paper, we present insight into the implementation of a workshop program designed to engage undergraduate engineering students in a facilitated self-reflective process. The workshop program challenged participants to think about how they see themselves in their engineering education and how they envision the person they wish to become in their future career. The research aims to offer educators with pedagogical insight into students’ sense of self, self-regulating processes, and new ways to promote the skills of life-long learning.

Critical Thinking in the Design Classroom: An Analysis of Student Design Reflections

2019 ◽  
Author(s):  
Emmeline Evans ◽  
Jessica Menold ◽  
Christopher McComb
Keyword(s):  
Critical Thinking ◽  
Clustering Analysis ◽  
Cognitive Process ◽  
Engineering Students ◽  
Procedural Knowledge ◽  
First Year ◽  
Reasoning Abilities ◽  
Different Levels ◽  
Insight Into ◽  
Future Growth

Abstract Within the domain of education, the term “critical thinking” is widely understood to mean the various skills that comprise an individual’s logical and reasoning abilities. It is critical that designers possess these abilities so that they can solve the complex problems of an increasingly interconnected world. In order to better understand patterns in engineering students’ critical thinking, this research applies the classifications of the 2001 revision of Bloom’s Taxonomy to 49 reflections written by first-year engineering students on a two-hour design practicum. Reflections were thematically coded to identify when students operated in different levels of the cognitive process and knowledge dimensions. Using k-means clustering analysis, genres of reflection were then determined. Four unique clusters of responses were identified. Notable trends in clusters included application and evaluation of procedural knowledge. Additionally, a difference was observed between the two largest clusters regarding deviance from the design process. While one cluster of responses generally minimized discussion of deviance, the second largest cluster emphasized this deviance, highlighting it as an opportunity for future growth. This work provides insight into how students learn design and how they communicate their learning, providing insight for instructors hoping to encourage deeper critical thinking in design courses.

Understanding “process vs product” in the shelter and settlements sector: a reflection

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jennifer Ward George
Keyword(s):  
Disaster Management ◽  
Design Methodology ◽  
Engineering Students ◽  
Early Stage ◽  
Content Type ◽  
Early Stages ◽  
Small Series ◽  
Learning Pathways ◽  
Insight Into

Purpose“Process” vs “product”: this concept was originally introduced by Ian Davis in 1978 in Shelter After Disaster. However, 40 years later, in the halls of universities, it would appear a long way from having settled in the minds of upcoming engineers and architects looking to contribute to the field of disaster management. This key understanding is a major steppingstone to those pursuing careers in the shelter and settlements sector. However, the clarity of the argument and its importance still fails to reach some humanitarians in the early stages of their career. This perspective reflects on the key arguments for and against process over product and reflects on the reasons for the lack of recognition of this concept in early stage academics in the shelter and settlements sector. It also discusses the academic practitioner divide and pathways for learning within the sector.Design/methodology/approachThis perspective reflects on discussions over four years of a progression into the humanitarian shelter and settlements sector from a construction and engineering background. It discusses the author’s personal progression in understanding process over product and observations of other early stage researchers taking similar pathways. It also examines literature in the sector and the key texts which affect this progression. Furthermore, this perspective provides comments from experts in the shelter and settlements sector through a small series of informal interviews. This provides insight into their experience with upcoming architects and engineers, and key messages for early stage researchers.FindingsThis reflection found that upcoming architects and engineering students still undergo a journey of understanding over “process vs product” despite changes in the industry. These students can benefit from the understanding of shelter as a process.Originality/valueThe concept of process vs product is not a new one. It is arguably one of the most central arguments to the shelter and settlements sector. However, there is very little written on the learning of this concept or the effects it has on understanding the broader aspects of the sector. This reflection can provide significant value to early stage researchers who have yet to engage with this concept, and further highlight its importance of learning pathways to the sector.

Analyzing functionalities of Course Management Systems

2011 ◽  
pp. 122-141
Author(s):  
V. G. Adlakha ◽  
A. K. Aggarwal
Keyword(s):  
Course Management System ◽  
Course Management Systems ◽  
Course Management ◽  
Teaching Experiences ◽  
Web Based ◽  
Hybrid Education ◽  
Web Teaching ◽  
Web Course ◽  
Enhanced Learning ◽  
Insight Into

In this chapter the authors offer a faculty perspective on desirable features of a Course Management System (CMS) to teach a course efficiently and effectively. This paper is the result of our Web teaching experiences over a period of ten years using three different CMS platforms. We develop a list of necessary functionalities that a CMS must provide web-based or web-enhanced learning. The authors anticipate that this paper could help guide software developers in developing appropriate CMS tools and would help institutions to gain greater insight into the selection of an appropriate CMS for effective Web-based or web-enhanced education (WBE), also called hybrid education. The discussion could also assist current and future Web course instructors by increasing their awareness to take advantage of many features that might exist in their CMS.

scholarly journals A Stakeholder-based Evaluation of Engineering ESP Courses’ Effectiveness

2020 ◽  
Author(s):  
Minoo Alemi ◽  
Saeedeh Jafari Pazoki
Keyword(s):  
Engineering Students ◽  
English For Specific Purposes ◽  
State Universities ◽  
Course Success ◽  
Learning And Teaching ◽  
Heterogeneous Classes ◽  
Iranian State ◽  
Actual Learning ◽  
Insight Into ◽  
Low Motivation

Abstract Investigating stakeholders’ perception about course success has been signified as a useful method for program evaluation. This study focused on evaluating English for Specific Purposes (ESP) programs in engineering departments at Iranian state universities through examining the view of stakeholders. Engineering students (N=100) and ESP practitioners (N=8) participated in interviews and non-participant observations were carried out to achieve a better insight into the actual learning and teaching contexts. Responses showed that some obstacles such as 1) low GE proficiency of students and heterogeneous classes, 2) limited time, 3) ministry decision for making the course elective, 4) students’ low motivation, 5) teachers’ low motivation, 6) inappropriate materials and teaching methods hindered course usefulness and effectiveness from the perspective of the participants. The findings urged the importance of comprehensive needs analysis to resolve the controversies among stakeholders about course objective and contents and to eliminate the mismatches between course objectives and students’ expectations.

A Matlab program for the determination of thermodynamic properties of steam

2017 ◽  
Vol 45 (3) ◽  
pp. 228-244
Author(s):  
Riley M Gourde ◽  
Ben Akih-Kumgeh
Keyword(s):  
Thermodynamic Properties ◽  
Engineering Students ◽  
Learning Experience ◽  
Rankine Cycle ◽  
Graphical Form ◽  
Engineering Systems ◽  
Introductory Course ◽  
Predicted Values ◽  
Insight Into

An introductory course in thermodynamics seeks to acquaint students with the laws of thermodynamics and to enable them to analyze energy transformations in various engineering systems. The latter requires knowledge of temperature and possibly pressure-dependent thermodynamic properties of the materials involved. These are often made available to students in tabular or graphical form. This work presents a computer program that allows for a more convenient determination of thermodynamic properties of steam at a given state. The MATLAB graphical user interface is based on correlations of the properties from a published source. The development process presents a learning opportunity for the student involved and the various equations and program structure are documented in a user manual that allows the user to gain further insight into the computer-generated thermodynamic data. The program is evaluated by comparing predicted values of thermodynamic properties with the corresponding values from thermodynamic tables and it is found that the quantities are generally well predicted to within an average difference of less than a percent. It is further demonstrated how the program can be used to solve a textbook problem on the Rankine cycle. This program has the potential to enrich the learning experience in thermodynamic classes for chemical and mechanical engineering students.

Women as Mature-Aged Engineering Students

1993 ◽  
Vol 2 (1) ◽  
pp. 26-30 ◽  
Author(s):  
Danya Driessen
Keyword(s):  
High School ◽  
High School Student ◽  
Female Student ◽  
Career Choices ◽  
Engineering Students ◽  
Personal Values ◽  
University Of Technology ◽  
Insight Into ◽  
Personal Case

This study, based on female engineering students at the Moorabbin College of TAFE and Swinburne University of Technology, examined the influences on mature-aged women making non-traditional career choices. It was designed to investigate how these influences and the students' personal values had changed since making career choices as a high school student. Through the use of a survey and personal case study interviews, information regarding the problems and benefits of being a mature-aged female student of a non-traditional career was gathered. An insight into the personality type of the ‘non-traditional’ career student was also gained.

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