Influence of E-Learning and Project-Based Learning on Engineering Education

2022 ◽  
pp. 364-390
Author(s):  
Nandhini Vineeth ◽  
H. S. Guruprasad ◽  
Sheetal V. A.
Keyword(s):  
Engineering Education ◽  
Engineering Students ◽  
Technical Education ◽  
Project Based Learning ◽  
Intellectual Ability ◽  
Current Scenario ◽  
E Learning ◽  
Self Learning ◽  
And Training

Imparting quality technical education and training can be expected to be the vision of most engineering institutions globally to build a healthy society. The major stakeholders who contribute to this are students, teachers, industrialists, researchers, and institutes. The current scenario of rapid technological advancements demands engineering students to be dynamic and novel. Considering the heterogeneous intellectual ability of students, institutions frame time-restricted curriculums. Students who want to outperform have a challenge that they cannot be completely dependent on their academic curriculum. The objective of this chapter is to motivate and bring awareness among engineering students to adapt self-learning to excel in their professions. E-learning and project-based learning are identified as the two significant tools that could help students to self-learn. The influence of these tools on engineering students has been proved in this chapter with a case study, surveys, and feedback from students.

Towards More Socio-Culturally Sensitive Research and Study of Workplace E-Learning

2014 ◽  
pp. 2026-2042
Author(s):  
Karim A. Remtulla
Keyword(s):  
Adult Education ◽  
Adult Learning ◽  
Career And Technical Education ◽  
Technical Education ◽  
Education And Training ◽  
Career And Technical ◽  
Culturally Informed ◽  
E Learning ◽  
Learning Research ◽  
And Training

This article advocates workplace adult education and training researchers and scholar practitioners interested in career and technical education (CTE), adult education and technology, and who are attempting social and cultural critiques of workplace e-learning. The emphasis on the technological and artefactual in workplace e-learning research and study are not producing the expected learning outcomes from workplace adult education and training to the degree anticipated. Given increasingly global and diverse workforces, the research and study of workplace e-learning as a socio-culturally ‘negotiated' space may be an alternate approach toward a more socially and culturally informed understanding of adult learning from workplace e-learning.

Justification Based on Rational Training

2010 ◽  
pp. 146-165
Author(s):  
Karim A. Remtulla
Keyword(s):  
Adult Education ◽  
Adult Learners ◽  
Sense Of Self ◽  
Cultural Critique ◽  
Learning Needs ◽  
Exploratory Case Study ◽  
E Learning ◽  
Worker Identity ◽  
And Training

This chapter produces a socio-cultural critique of the ‘rational training’ workplace e-learning scenario. In this workplace e-learning scenario, workplace e-learning for workplace adult education training is used to justify the workforce through standards, categories, and measures. The alienating effects that arise out of this rush towards technocentric rationalization of the workforce through workplace e-learning are also discussed. These are the unintended and paradoxically opposite outcomes to the effects actually anticipated. An exploratory case study problematizes the unquestioned acceptance of the technological artefacts of workplace e-learning within organizations as credible sources to provide a rationale to justify workforces within workplaces. This approach critiques the presumption of infallibility of the technological artefacts of workplace e-learning; considers the short-comings of the conceiving of workplace e-learning as ‘finished’; and, reveals the ‘underdetermined’ nature of workplace e-learning technological artefacts. Socio-cultural insensitivity from workplace e-learning, in this scenario, comes from the basic, unquestioned assumption that workers are essentially socially flawed and culturally inferior; accountable for overcoming their sociocultural flaws and inferiorities; and, need to be justified by workplace e-learning, through standards, categories, and measures, to meet the expectations of the infallible and commodified workplace. A workplace e-learning that is deployed to justify the workforce, through standardization, categorization, and measurement, all result in a workforce being alienated from: (a) each other (worker-worker alienation); (b) their work (worker-work alienation); and, (c) their personal identities and sense of self (worker-identity alienation). Social rationalization is not the means to social justice in the workplace when it comes to workplace adult education and training, workplace e-learning, and the diverse and multicultural learning needs of a global cohort of adult learners.

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.

Strategic Planning for E-Learning in a Polytechnic

2011 ◽  
pp. 47-65 ◽  
Author(s):  
Tony Bates
Keyword(s):  
Strategic Planning ◽  
Faculty Development ◽  
Performance Indicators ◽  
Strategic Plan ◽  
Key Performance Indicators ◽  
Core Values ◽  
Face To Face ◽  
E Learning ◽  
And Training

This chapter is a case study of how a polytechnic developed a strategic plan for e-learning. It describes the institution’s rationale for moving more strongly into e-learning, the processes followed by the institution to develop a plan and ensure its acceptance through the institutional community, and the factors that facilitated the process. It indicates that attention to objectives, core values and principles, and faculty development and training, are critical for the successful transition from mainly face-to-face teaching to e-learning. The development of key performance indicators will allow the success of the plan to be measured in 2010.

scholarly journals Project-based learning of advanced CAD/CAE tools in engineering education

2020 ◽  
Vol 14 (3) ◽  
pp. 1071-1083
Author(s):  
Giovanni Berselli ◽  
Pietro Bilancia ◽  
Luca Luzi
Keyword(s):  
Engineering Education ◽  
Computer Aided Design ◽  
Integrated Design ◽  
Optimal Solution ◽  
Project Based Learning ◽  
Design Environment ◽  
Mechanical Devices ◽  
Aided Design ◽  
The University

Abstract The use of integrated Computer Aided Design/Engineering (CAD/CAE) software capable of analyzing mechanical devices in a single parametric environment is becoming an industrial standard. Potential advantages over traditional enduring multi-software design routines can be outlined into time/cost reduction and easier modeling procedures. To meet industrial requirements, the engineering education is constantly revising the courses programs to include the training of modern advanced virtual prototyping technologies. Within this scenario, the present work describes the CAD/CAE project-based learning (PjBL) activity developed at the University of Genova as a part of course named Design of Automatic Machines, taught at the second level degree in mechanical engineering. The PjBL activity provides a detailed overview of an integrated design environment (i.e. PTC Creo). The students, divided into small work groups, interactively gain experience with the tool via the solution of an industrial design problem, provided by an engineer from industry. The considered case study consists of an automatic pushing device implemented in a commercial machine. Starting from a sub-optimal solution, the students, supervised by the lecturers, solve a series of sequential design steps involving both motion and structural analysis. The paper describes each design phase and summarizes the numerical outputs. At last, the results of the PjBL activity are presented and commented by considering the opinions of all the parties involved.

scholarly journals Student's Perception of Online Learning Due to Covid 19 (Case Study at UNITOMO Vocational School Surabaya)

Webology ◽  
2021 ◽  
Vol 18 (2) ◽  
pp. 1023-1034
Author(s):  
Sumartono Sumartono ◽  
Nuril Huda ◽  
Wildan Akbar Hashemi Rafsanjani
Keyword(s):  
Information Technology ◽  
Online Learning ◽  
Learning Process ◽  
Rapid Development ◽  
Project Based Learning ◽  
Process Information ◽  
Teachers And Students ◽  
Model Project ◽  
E Learning

The rapid development of information technology can answer problems that arise after the Covid-19 pandemic, especially problems in the learning process. Information technology that plays a role in the world of education which is currently booming is online learning. Online learning is different from ordinary learning, online learning places more emphasis on student's ability to receive and process information. Online learning serves as a liaison between teachers and students through the internet network that can be accessed anytime and anywhere. There are various online media used in the learning process including; WhatsApp, Google Meet, Zoom, Classroom, and even e-learning. But among these media, the easiest to use is WhatsApp, which is easily accessible at every level of education. Online learning is now an effective medium for the learning process at all levels. For an effective and optimal online learning process, there are several learning models offered by experts during the Covid-19 pandemic, including; Online Model, Offline Model, Online e-learning Model, Project-Based Learning, and Blended Learning.

scholarly journals Teaching Societal Leadership Through Design: Case Study of a Cohort-Based Social Innovation Engineering Leadership Program

2018 ◽  
Author(s):  
Albert Huynh ◽  
Mike Klassen
Keyword(s):  
Learning Outcomes ◽  
Teaching Methods ◽  
Engineering Students ◽  
Social Innovation ◽  
Project Based Learning ◽  
Self Reflection ◽  
Complex Projects ◽  
Design Case Study ◽  
Student Team

 Abstract – Engineering students are well equipped with a technical background to become agents of social change. This paper highlights a co-curricular social innovation program that aims to foster that potential through team-based project-based learning. Key teaching methods are described, such as how students establish a vision, scope complex projects, effectively build teams, and leverage failure and iteration for learning. The program faces challenges maintaining student engagement and getting them to fully embrace learning through failure, but has had significant success in fostering self-reflection. It has also been successful in creating a structure whereby personal and leadership learning happen alongside design and project-oriented learning. There is opportunity for the teaching methods and structure of this program to be applied to other contexts in an effort to improve student team learning outcomes and find ways to integrate leadership learning into core technical and design courses.

scholarly journals Students’ perceptions of the project based on the potential of their region: A Project-based learning implementation

2021 ◽  
Vol 11 (2) ◽  
pp. 295
Author(s):  
Syahril Syahril ◽  
Rahmat Azis Nabawi ◽  
Dian Safitri
Keyword(s):  
Mixed Method ◽  
Interpersonal Skills ◽  
Engineering Students ◽  
Soft Skills ◽  
Project Based Learning ◽  
Skills Acquisition ◽  
Ability To Work ◽  
Management Communication ◽  
Method Approach

Developing engineering students whose ability to work and make a real contribution to the development of technology can be done not only after they have graduated from college but also when they are still in college. One of the strategies is by implementing project-based learning with the project based on the potential of the student's region. This study aims to reveal students’ perceptions of learning and soft skills acquisition toward the implementation of the strategy to answer whether the project is effective to implement. This study was conducted on fifty-one Indonesian college students who took Mechanical Drawing course. It belongs to a one-shot case study with mixed-method approach. The result shows that the project based on the potential of the student’s region is effective to raise their perception of motivation, interest, real-world, very beneficial, learning more lecture and enjoyable so that they learn more actively and provide more time to study. It also develops students’ soft skills, including teamwork, project management, communication, and interpersonal skills. The results may have pedagogical implications in improving learning quality in Mechanical Drawing course by enriching project references used in implementing project-based learning. Furthermore, the project given can be a solution in developing the potential of the students’ regions.

Analyzing Convergence in e-Learning Resource Filtering Based on ACO Techniques: A Case Study With Telecommunication Engineering Students

2010 ◽  
Vol 53 (4) ◽  
pp. 542-546 ◽  
Author(s):  
Mario Munoz-Organero ◽  
Gustavo A. Ramirez ◽  
Pedro Muñoz Merino ◽  
Carlos Delgado Kloos
Keyword(s):  
Engineering Students ◽  
Learning Resource ◽  
E Learning
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