scholarly journals AN INSTRUCTOR’S EXPERIENCE OF IMPLEMENTING BLENDED LEARNING IN ENGINEERING: BENEFITS AND CHALLENGES

2017 ◽  
Author(s):  
Samer Adeeb ◽  
Carol Brown ◽  
Norma Nocente
Keyword(s):  
Blended Learning ◽  
Environmental Engineering ◽  
Learning Approach ◽  
Engineering Analysis ◽  
Student Surveys ◽  
University Of Alberta ◽  
Engineering Program ◽  
Online Videos ◽  
Online Format ◽  
The University

This paper discusses how a blended learning approach was implemented in two courses in the Civil and Environmental Engineering program at the University of Alberta: CivE 398 (Introduction to Continuum Mechanics); and CivE 295 (Civil Engineering Analysis II). During the blend, two approaches were used to convert content to an online format: first was the development of online videos that were used to complement either in-class or laboratory activities. The second approach was the development of an online textbook (https://sameradeeb.srv.ualberta.ca) with interactive examples which replaced a traditional paper textbook. For each approach, the tools that were used along with the associated costs will be presented. Changes to in-class or lab activities will be also be discussed, along with the associated challenges, and perceived advantages of the blended approach, from the instructor perspective. In addition, the preliminary results of student surveys related

Teaching of Fluid Mechanics in Engineering Course

2014 ◽  
pp. 12-20 ◽  
Author(s):  
Ataur Rahman ◽  
Md Al-Amin
Keyword(s):  
Fluid Mechanics ◽  
Blended Learning ◽  
Learning Approach ◽  
Traditional Teaching ◽  
Student Centered ◽  
Undergraduate Engineering ◽  
Mathematical Background ◽  
Traditional Teaching Methods ◽  
The University ◽  
Enhance Student Learning

In undergraduate engineering courses, fluid mechanics is regarded as a challenging subject. This is particularly the case for students who do not possess a strong mathematical background. This chapter reviews the issues related to the teaching of fluid mechanics with an emphasis on how e-technology can enhance student learning. It uses the data of 462 students studying the second year engineering course at the University of Western Sydney (UWS) in Australia. The UWS fluid mechanics course, in its past ten years, has undergone significant changes in its content and delivery. It has been found that teaching based on a “student-centered approach” is more effective in teaching fluid mechanics than a “lecturer-centered approach.” Further enhancements are proposed in UWS through a blended learning approach involving both e-technology and traditional teaching methods to teach fluid mechanics. The method can also be adapted to other universities.

Teaching of Fluid Mechanics in Engineering Course

2015 ◽  
pp. 1093-1101
Author(s):  
Ataur Rahman ◽  
Md Al-Amin
Keyword(s):  
Fluid Mechanics ◽  
Blended Learning ◽  
Learning Approach ◽  
Traditional Teaching ◽  
Student Centered ◽  
Undergraduate Engineering ◽  
Mathematical Background ◽  
Traditional Teaching Methods ◽  
The University ◽  
Enhance Student Learning

In undergraduate engineering courses, fluid mechanics is regarded as a challenging subject. This is particularly the case for students who do not possess a strong mathematical background. This chapter reviews the issues related to the teaching of fluid mechanics with an emphasis on how e-technology can enhance student learning. It uses the data of 462 students studying the second year engineering course at the University of Western Sydney (UWS) in Australia. The UWS fluid mechanics course, in its past ten years, has undergone significant changes in its content and delivery. It has been found that teaching based on a “student-centered approach” is more effective in teaching fluid mechanics than a “lecturer-centered approach.” Further enhancements are proposed in UWS through a blended learning approach involving both e-technology and traditional teaching methods to teach fluid mechanics. The method can also be adapted to other universities.

scholarly journals Overview of the Characteristics of the Modular Industry and Barriers to its Increased Market Share

2021 ◽  
Vol 2 (1) ◽  
pp. 30-53
Author(s):  
Tarek Salama ◽  
Osama Moselhi ◽  
Mohamed Al-Hussein
Keyword(s):  
Market Share ◽  
Environmental Engineering ◽  
Modular Construction ◽  
Manufactured Housing ◽  
University Of Alberta ◽  
Construction Design ◽  
Five Factors ◽  
Challenges And Opportunities ◽  
Barriers To Growth ◽  
The University

Modular and offsite construction approaches reduce project duration and cost by synchronizing offsite and onsite work. Project activities are undertaken in a controlled offsite facility to minimize the effects of inclement weather and site disruptions, while meeting safety and quality requirements. To study the characteristics of modular and offsite construction, questionnaires have been conducted during the last decade by many organizations, including the Modular Building Institute (MBI), the Buildoffsite campaigning organization in the United Kingdom, the Canadian Manufactured Housing Institute, the National Institute of Building Sciences, McGraw-Hill Construction, and the Fails Management Institute. This paper introduces comprehensive analysis of the results of a questionnaire survey carried out in collaboration between members of the Department of Building, Civil & Environmental Engineering at Concordia University, the Modular Building Institute, NRB Inc., and the Department of Civil & Environmental Engineering at the University of Alberta. The questionnaire focuses on two issues: (1) the characteristics of the modular and offsite construction industry, and (2) the barriers against increased market share in this industry. For the latter, an effort was made to address a set of five factors identified in a workshop on the topic of challenges and opportunities for modular construction in Canada held in Montréal in 2015 to analyze barriers to growth of modular construction in the Canadian context. Key findings of this survey include requests for use of a separate building code for modular construction design, innovative financing and insurance solutions, standards that consider procurement regulations, and for financial institutions to create lending programs suited for modular construction.

Gladstone Energy Training Centre—building technical excellence for the Australasian region

2015 ◽  
Vol 55 (2) ◽  
pp. 493
Author(s):  
Suzie Lane ◽  
Anne Kitchen
Keyword(s):  
Blended Learning ◽  
Workforce Development ◽  
Learning Approach ◽  
Training Centre ◽  
Training Facility ◽  
Regional Demand ◽  
Operations And Maintenance ◽  
World Class ◽  
The University ◽  
Resource Sector

The Australian resource sector makes significant investment in its people and also places the highest priority on safe practices. To be competitive globally the sector needs to focus on and invest in education, training and competence to the highest of standards. The ongoing development of major CSG to LNG projects in Queensland has created an opportunity for an energy industry operations and maintenance training facility of world class respond to the regional demand for a skilled workforce. Central Queensland University (CQU) is establishing such a training facility through the recent merger of CQU and Central Queensland Institute of TAFE. The proposed training facility will create pathways from trade to professional streams to support workforce development, quality and adaptive capacity. The authors describe the collaborative approach between CQU and industry sectors to contextualise units of competency in selected industry required qualifications, as well as mapping the training for the Australian Qualifications Framework. The key to the success of the CQU-industry partnership will be a holistic, blended learning approach that incorporates leading industry practices and processes. The methodologies will include in-class, onsite, online, project-based simulations, and coaching and mentoring. This blended learning approach will ensure direct application of the learning conducted through CQU to the workplace of industry. In addition, it will be able to deliver the latest insights from cutting-edge research available through the university, opening a new avenue for the partnership to grow and deliver on industry-led initiatives.

scholarly journals THE UNIVERSITY OF ALBERTA CHEMICAL ENGINEERING CAPSTONE DESIGN COURSE GOES FLIPPED!

2015 ◽  
Author(s):  
Marnie V. Jamieson ◽  
Len Church ◽  
Frank Vagi ◽  
William Pick ◽  
Tracy Onuczko ◽  
...  
Keyword(s):  
Student Engagement ◽  
Chemical Engineering ◽  
Course Design ◽  
Independent Learning ◽  
Individual Student ◽  
Digital Learning ◽  
University Of Alberta ◽  
Online Format ◽  
The University ◽  
Capstone Design

The Capstone Design Course instructional team was selected to participate in the digital learning initiative at the University of Alberta. The goals of this initiative are to increase student engagement and promote flexible, independent learning. The objectives of the instructional team were to enhance the interactions between instructors and student design teams in the face of increasing enrolment and to align the course strategically with attributes expected for graduating engineers set out by the University and elaborated in the Canadian Engineering Accreditation Board (CEAB) Guidelines. Existing course materials were redeveloped to an asynchronous online format for individual student engagement and related activities were completed in class. Course delivery effectiveness is being evaluated by comparison with previous cohorts, improvements in post course student self-assessment, student engagement and satisfaction, and will include post course interview and survey data. This preliminary report focuses on elements of course design and preliminary findings.

Using Blended Learning Approach to Deliver Courses in An Engineering Programme

2016 ◽  
Vol 5 (1) ◽  
pp. 23-39 ◽  
Author(s):  
Richie Moalosi ◽  
Jacek Uziak ◽  
Moses Tunde Oladiran
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
Engineering Students ◽  
Learning Preferences ◽  
Learning Approach ◽  
Mechanics Of Machines ◽  
Learning And Teaching ◽  
Face To Face ◽  
University Of Botswana ◽  
The University

The paper discusses how the use of blended learning approach was adopted to deliver a 3rd year Mechanics of Machines course for Mechanical Engineering students at the University of Botswana. The course delivery involved a mix of both face-to-face and Blackboard technology to create an efficient and effective learning environment. A survey of 101 students was conducted over a period of 3 years for the respondents to evaluate their teaching and learning preferences. The results show that students accepted the blended learning approach because of its benefits. More lecturers are encouraged to use blended learning and teaching approaches to promote active, independent and lifelong learning.

scholarly journals Evaluation of Student Experiences in a Developed Blended Learning Course in Engineering

2018 ◽  
Author(s):  
Mohammadali Sepehri ◽  
L. Francisco Vargas M. ◽  
Samer Adeeb
Keyword(s):  
Blended Learning ◽  
Student Experiences ◽  
Instructional Time ◽  
Mediated Learning ◽  
University Of Alberta ◽  
Face To Face ◽  
Student Demographics ◽  
Classroom Space ◽  
Computer Mediated ◽  
The University

Blended learning is an instructional approach where traditional face-to-face instructional time and computer-mediated learning are combined. Higher education institutions are progressively moving towards a blended learning model because of the opportunities that blended learning offers with respect to increasing engaged inquiry in the classroom, the need to use classroom space more efficiently, as well as the need for greater flexibility in scheduling with changing student demographics. The main motivation for implementing a blended learning approach in one of the key engineering undergraduate course in the Civil and Environmental Engineering program at the University of Alberta emerged from a need to improve student engagement and satisfaction.

Using Blended Learning Approach to Deliver Courses in an Engineering Programme

2018 ◽  
pp. 1016-1034
Author(s):  
Richie Moalosi ◽  
Jacek Uziak ◽  
Moses Tunde Oladiran
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
Engineering Students ◽  
Learning Preferences ◽  
Learning Approach ◽  
Mechanics Of Machines ◽  
Learning And Teaching ◽  
Face To Face ◽  
University Of Botswana ◽  
The University

The paper discusses how the use of blended learning approach was adopted to deliver a 3rd year Mechanics of Machines course for Mechanical Engineering students at the University of Botswana. The course delivery involved a mix of both face-to-face and Blackboard technology to create an efficient and effective learning environment. A survey of 101 students was conducted over a period of 3 years for the respondents to evaluate their teaching and learning preferences. The results show that students accepted the blended learning approach because of its benefits. More lecturers are encouraged to use blended learning and teaching approaches to promote active, independent and lifelong learning.

scholarly journals STUDENT AND INSTRUCTOR SATISFACTION AND ENGAGEMENT WITH BLENDED LEARNING IN CHEMICAL ENGINEERING DESIGN

2019 ◽  
Author(s):  
Marnie Vegessi Jamieson ◽  
John M Shaw
Keyword(s):  
Blended Learning ◽  
Student Satisfaction ◽  
Chemical Engineering ◽  
Digital Learning ◽  
Course Structure ◽  
University Of Alberta ◽  
Student Cohorts ◽  
Self Assessments ◽  
Instructor Satisfaction ◽  
The University

  Abstract – The capstone Chemical Engineering Course was used to pilot blended learning as part of an ongoing digital learning initiative at the University of Alberta. A blended learning course structure was designed, implemented, evaluated, and redesigned using a Canadian Engineering Accreditation Board (CEAB) Graduate Attribute (GA) based continuous improvement process over a two-year pilot period. Graduate Attributes were measured using student self-assessments, instructor assessments, and through an arms length study on student engagement and satisfaction conducted with student cohorts. This contribution focuses on the results of independent interviews conducted with student cohorts during the pilot period, instructor interviews, and the data analysis of the student satisfaction and engagement surveys. Instructors were satisfied with the increased interaction with students during class time even with increased enrollment. Student satisfaction was higher for students with lower self reported GPAs, and student engagement improved in the second year of the pilot. Details of these and other outcomes are presented and discussed.  

scholarly journals Learning technical genres – a blended learning approach

Pomorstvo ◽  
2020 ◽  
Vol 34 (2) ◽  
pp. 212-222
Author(s):  
Milena Dževerdanović Pejović
Keyword(s):  
Blended Learning ◽  
Text Processing ◽  
Learning Approach ◽  
Traditional Teaching ◽  
Language Competence ◽  
Maritime Studies ◽  
Student Profiles ◽  
Professional Genres ◽  
The Many ◽  
The University

Research studies dedicated to the application of blended learning in modern linguistics are on the rise. With the interdisciplinary nature of science and curricula, researchers are combining traditional methods with contemporary digital sources and text processing tools. Regardless of the many methods and approaches recommended, there is no set methodology widely proven to be successful, due to different student profiles, language competences and the learning environment. This paper presents the results of the blended learning approach taken at the University of Montenegro’s Faculty of Maritime Studies in Kotor. The traditional teaching approach has been combined with genre and discourse knowledge, with the support of digital and internet tools. The goal of the research is to demonstrate that students of the English for Specific Purposes (ESP) course may benefit from genre- and linguistics-based knowledge applied in the technical and digital environment. Moreover, it is argued that a corpus- and genre-based approach to teaching professional genres provides an opportunity to enrich ESP classes. This approach has primarily proved to be beneficial in teaching technical and engineering genres. Language precision is the essence of effective language competence.

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