Engineering Education
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2022 ◽  
Vol 7 (1) ◽  
pp. 390-409
Nadia Nur Afiqah Ismail ◽  
Tina Abdullah ◽  
Abdul Halim Abdul Raof

Background and Purpose: Education at higher institutions prepares graduates for the real world. To develop and maintain quality, the focus must not only be on what institutions can offer but also on the learning needs and styles of learners. Despite many studies on engineering learners’ learning styles, limited research has been conducted to compare the learning styles of Engineering and Engineering Education learners. This study was conducted to ascertain the learning style preferences of first-year undergraduates from both groups in a science and technology-driven university in Malaysia.   Methodology: This descriptive study consisted of 40 Engineering and 40 Engineering Education learners who attended an English language course at the university. Perceptual Learning Style Preference Questionnaire was adopted as the survey instrument. The data were analysed using self-scoring sheet and Statistical Package for the Social Sciences.   Findings: While both groups chose Kinaesthetic as a major learning style preference, the Engineering Education learners also chose Group, Tactile, and Auditory learning styles as their other major preferences. Both groups chose Visual and Individual as their minor preferences.   Contributions: The findings extend research demonstrating the significant role of specific disciplines in Engineering to determine the learning style preferences of learners. The findings also provide useful insights that suggest implications for practice and policy.   Keywords: Engineering, engineering education, English language, learning styles, teaching and learning.   Cite as: Ismail, N. N. A., Abdullah, T., & Abdul Raof, A. H. (2022). Insights into learning styles preference of engineering undergraduates: Implications for teaching and learning.  Journal of Nusantara Studies, 7(1) 390-409.

Electronics ◽  
2022 ◽  
Vol 11 (2) ◽  
pp. 230
Martin Pajpach ◽  
Oto Haffner ◽  
Erik Kučera ◽  
Peter Drahoš

The main purposes of this paper are to offer a low-cost solution that can be used in engineering education and to address the challenges that Industry 4.0 brings with it. In recent years, there has been a great shortage of engineering experts, and therefore it is necessary to educate the next generation of experts, but the hardware and software tools needed for education are often expensive and access to them is sometimes difficult, but most importantly, they change and evolve rapidly. Therefore, the use of cheaper hardware and free software helps to create a reliable and suitable environment for the education of engineering experts. Based on the overview of related works dealing with low-cost teaching solutions, we present in this paper our own low-cost Education Kit, for which the price can be as low as approximately EUR 108 per kit, for teaching the basic skills of deep learning in quality-control tasks in inspection lines. The solution is based on Arduino, TensorFlow and Keras, a smartphone camera, and is assembled using LEGO kit. The results of the work serve as inspiration for educators and educational institutions.

2022 ◽  
Vol 11 (2) ◽  
pp. 74-88
Amrita Sharma

The discourse of employability revolves around the mitigation of mismatch between educational outcomes and the job market demand.  This discourse is pertinent in engineering education as it is dedicated to producing human resources with the required employability skills. In this context, the students - to whom employability is transformed - are in the central focus. Their perceptions about their abilities in demonstrating and performing in the world of work require attention to connect education and their work. Considering this, the level of perceived employability of the engineering students studying in their final year was measured by using a self-constructed scale in a representative sample of 314 students of Kathmandu valley. The finding shows that the graduating students’ perceived employability was not consolidated and optimised to reflect on their behaviour and practices. It is at the level of ‘emergence’ and ‘presence’, which is thus not enough to see in their abilities to perform better. Therefore, the students were not able to perform as per the expectation of the market.  The key implication of this study is that the gap of work-study transition stipulated to be minimised for the employability of the graduates with their exposure in the world of work.

2022 ◽  
Vol 12 (1) ◽  
pp. 29
Andreas Dagman ◽  
Kristina Wärmefjord

The pandemic has had a major effect on engineering education, transforming both current and future teaching practice. The physical meetings between student and teacher have during the pandemic been replaced by online contact and recordings of lectures and demonstrations. In this paper, the focus is on computer aided design (CAD) teaching for first-year engineering students. CAD is a topic usually characterized by a close contact by student and teacher, with hands-on instruction at the computer using the CAD software. In the paper, the experiences and learnings from the rapid shift to on-line teaching in CAD are summarized and discussed, and learnings and takeaways for a redesign of future CAD teaching are discussed. Both the students’ learning and their mental wellbeing are evaluated. It is found that on a general level, the students were satisfied with the online teaching and rated it as better or equal to traditional teaching. However, there is still room for improvement, since some students found the situation stressful and pointed out the difficulty to ask questions online. The findings are based on a student survey, existing literature, and the authors own teaching practices during the pandemic.

John Heywood ◽  
William Grimson ◽  
Jerry W. Gravander ◽  
Gregory Bassett ◽  
John Krupczak

2022 ◽  
Vol 30 (12) ◽  
pp. 111-132
V. V. Kondratyev ◽  
M. F. Galikhanov ◽  
F. T. Shageeva ◽  
P. N. Osipov ◽  
L. V. Ovsienko

The article summarizes the results of the plenary session of the international network conference “Regional development: new challenges for engineering education – SYNERGY-2021”, held at Kazan National Research Technological University from October 19 to 20, 2021. The forum which brought together representatives of universities and industrial enterprises of Russia and abroad was devoted to the issue of training engineers for the petrochemical industry. Among the participants were representatives of international societies for engineering education, ten national research universities and seven supporting universities of PJSC Gazprom, state authorities and industrial enterprises of Tatarstan. It was possible to observe the work of the plenary session in real time via the Internet in all the supporting universities of Gazprom. The event was organized by the Ministry of Science and Higher Education of the Russian Federation, the International Society for Engineering Pedagogy (IGIP), the Association of Engineering Education of Russia (AIOR), as well as the Ministry of Industry and Trade of the Republic of Tatarstan and Kazan National Research Technological University. Gazprom PJSC became the general sponsor. In total, the conference gathered more than 450 participants (380 online and 85 in person) from 40 universities in Russia, the USA, Great Britain, Germany, Portugal, Finland, Poland, Kazakhstan, Belarus, Armenia, Latvia, and Estonia. Representatives of 7 industrial enterprises spoke, 77 reports were made.

2022 ◽  
Vol 30 (12) ◽  
pp. 143-156
L. K. Geykhman ◽  
V. S. Kabanov

An important condition for the digital transformation of education is the subjectivity of students and teachers. The formation of subjectivity as the ability to set one’s own goals and change either oneself or the educational environment to achieve them raises a number of questions: what is meant by the subjectivity of a student and a teacher, what does it mean to be a subject of the educational process, which factors contribute to and which hinder the formation of subjectivity. The authors focus on the conditions that promote and prevent the formation of subjectivity in master’s education of future engineers. Based on a review of foreign and domestic approaches to understanding subjectivity and the conditions for its development, it is concluded that all researchers distinguish similar aspects and manifestations in subjectivity: motivational (intrinsic motivation), emotional-valuable (proactive and responsible attitude to life), regulatory (the ability to set goals and follow them through to the end), cognitive (desire and ability to apply knowledge) and practical (skills, experience of independent activity). It has been established that foreign studies more often consider subjectivity as a resource, which improves the quality of education, while Russian studies consider it as a goal and a result of education. The article describes a taxonomy of subjectivity, which allows to measure it as an educational result. Based on the analysis of necessary and sufficient conditions for subjectivity formation, the hypothesis is made that the sufficient condition for subjectivity formation in mastering the “pedagogics” discipline is stepwise equitable partnership between all subjects of educational process. The condition is specified as a sequence of actions of a teacher and a master’s student in the process of mastering the discipline. The article describes the results of a pedagogical experiment in a group of master’s students of PNRPU Faculty of Civil Engineering, aimed at testing the proposed conditions. The results obtained show that step-bystep organized peer-to-peer interaction enabled most students in the experimental group to achieve the subjectivity level by the end of the discipline, while in the control group most students reached only the objectivity level. The motivational and practical aspects of subjectivity changed most significantly in the experimental group.

2022 ◽  
Vol 18 (1) ◽  
pp. em2064
Roberto Santiago Bellido García ◽  
Luis Gerardo Rejas Borjas ◽  
Alejandro Cruzata-Martínez ◽  
Merce Concepción Sotomayor Mancisidor

2022 ◽  
Pengcheng Cao ◽  
James Strawson ◽  
Xuebin Zhu ◽  
Everbrook Zhou ◽  
Chase Lazar ◽  

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