Showing papers on "Engineering education published in 2019"
TL;DR: Wang et al. as discussed by the authors focused on solar energy conversion and nanoscale heat transfer and obtained their PhD and MSc from ETH Zurich in 2014 and 2010, respectively, and their BASc from the University of Toronto in 2008, all in mechanical engineering.
213 citations
186 citations
114 citations
TL;DR: Active learning has gained growing political, instructional, and research interest as mentioned in this paper and the learning outcomes related to it have been mostly positive, but the measurement methods are not without problems, and justification (theoretical or empirical) for the use of active learning was seldomly reported.
Abstract: Active learning has gained growing political, instructional, and research interest. However, the definitions of active learning are wide. The learning outcomes related to it have been mostly positive but the measurement methods are not without problems. This review provides an overview of active learning, especially in the context of engineering higher education, by answering two research questions: (1) How is the concept of active learning defined and justified in engineering higher education research? (2) What are the learning outcomes connected to active learning and how is learning measured in engineering higher education research? Sixty-six empirical articles were analyzed inductively with qualitative content analysis. The analysis showed that active learning was defined in various ways, and in some articles, it was not defined at all. In addition, justification (theoretical or empirical) for the use of active learning was seldomly reported. Finally, the indicators used to measure the impact of active learning on students’ learning outcomes were mostly based on students’ self-report data and focused on course specific development in subject-related knowledge. More thorough descriptions and theoretical justifications, as well as the consideration of learning outcomes with appropriate research methods, could reinforce the transparency of empirical interventions and the application of active learning.
93 citations
TL;DR: In this article, the authors present a technique for utilizing the leading visualization method based on virtual reality in product manufacturing, which aims to acquaint students with the prominent concept of Industry 4.0, the reconfigurable manufacturing system (RMS).
Abstract: Many advanced product manufacturing approaches have been introduced in the market in recent years. Thus, it is critical to develop modern techniques which can effectively familiarize budding minds with the latest manufacturing procedures. In fact, the contemporary training methods and advanced education practices are crucial to uphold the interest of the new generation as well as to equip them with state-of the art systems. There is a need for innovative ideas and effective methodologies to inculcate the desired competency and prepare students for prospective manufacturing set ups. In the latest Industry 4.0 paradigm, visualization technologies, especially virtual reality, have been emphasized to sustainably train and educate young students. This work presents a technique for utilizing the leading visualization method based on virtual reality in product manufacturing. It aims to acquaint students with the prominent concept of Industry 4.0, the reconfigurable manufacturing system (RMS). The RMS has been a demanding topic for the novice and, most often, amateurs are not able to grasp and interpret it. Therefore, this paper outlines the various steps that can be useful for students in order to anticipate the RMS design, interact with it, understand its operation, and evaluate its performance.
89 citations
TL;DR: In this paper, the authors found that many students find it hard to find a balance between their studies and the activities they are engaged in, and that effective time management is associated with higher academic performance and lower levels of anxiety in students.
Abstract: Effective time management is associated with greater academic performance and lower levels of anxiety in students; however many students find it hard to find a balance between their studies and the...
88 citations
81 citations
10 Jan 2019
TL;DR: In this article, the authors introduce a road map consisting of three pillars describing the changes/enhancements to be conducted in the areas of curriculum development, lab concept, and student club activities.
Abstract: Industry 4.0 is originally a future vision described in the high-tech strategy of the German government that is conceived upon information and communication technologies like Cyber-Physical Systems, Internet of Things, Physical Internet, and Internet of Services to achieve a high degree of flexibility in production (individualized mass production), higher productivity rates through real-time monitoring and diagnosis, and a lower wastage rate of material in production. An important part of the tasks in the preparation for Industry 4.0 is the adaption of the higher education to the requirements of this vision, in particular the engineering education. In this work, we introduce a road map consisting of three pillars describing the changes/enhancements to be conducted in the areas of curriculum development, lab concept, and student club activities. We also report our current application of this road map at the Turkish German University, Istanbul.
78 citations
TL;DR: Active Learning as discussed by the authors is a student-centered learning approach that involves the learner directly in the process, and it consists of letting students be the main actors of the learning process by performing meaningful activities and critically thinking about what they are doing.
Abstract: Universities and international organizations are adopting and promoting Active Learning strategies, respectively. Reasons are varied, including that this approach has proven to prepare competitive students who are skilled to address the main problems of society once they enter the labor market. Active Learning is a student-centered-learning approach that involves the learner directly in the process. It consists of letting students be the main actors of the learning process by performing meaningful activities and critically thinking about what they are doing. In this research, a review of Active Learning is performed. The focus is on presenting concepts and practices central to Active Learning that leading universities are deploying, universities such as Massachusetts Institute of Technology, North Carolina State University and Aalborg University. Also, the authors describe in this paper a case from their experience with Active Learning techniques in specified areas of engineering education at Tecnologico de Monterrey. Results indicate that this approach supports the development of in-demand competencies such as Teamwork, Problem-solving and Analysis. In addition, students’ performance and retention rates are improved. In the engineering field, students can acquire and practice different technical skills under supervision. Active Learning is a very flexible approach that can be integrated in a gradual manner by any organization. The authors have constructed this research to be a useful guide to Active Learning practices. It can support engineering professors and people interested in knowing or adopting this approach for improving their students’ results.
78 citations
TL;DR: In this paper, the authors examined the impact of the use of problem-based learning (PBL) with engineering students at a technical university in Malaysia and found that students in the HTVET program responded better to PBL teaching methods, as evidenced by improved performance on written as well as lab-based assessments.
Abstract: The purpose of this paper is to examine the impact of the use of problem-based learning (PBL) with engineering students at a technical university in Malaysia.,The setting provided a unique opportunity to evaluate the impact of PBL, since Universiti Kuala Lumpur offers both the traditional, predominantly classroom-focussed approach to engineering and the more hands-on approach referred to as Higher Technical and Vocational Education and Training (HTVET). The study sample consisted of 453 third-year students’ enroled in both programmes at Universiti Kuala Lumpur.,Students in the HTVET programme responded better to PBL teaching methods, as evidenced by improved performance on written as well as lab-based assessments. This result indicates that students using the hands-on approach advocated by HTVET tend to obtain the greatest benefit from experiential, student-centred learning approaches. The analysis suggests the possibility that the PBL approach is a moderator of student performance in HTVET programmes. This possibility merits further investigation.,The sample included students from only one institution of higher learning, which was chosen because both types of programmes are offered there. In addition, the current study does not consider potential mediating or moderating variables.,The findings provide an empirical basis for implementing PBL as a form of experiential learning at higher education institutions, especially those using the HTVET model. Furthermore, they provide a justification for designing curriculum structures and student learning time with an emphasis on active and experiential learning, thereby maximising the effectiveness of a hands-on approach, rather than the “minds-on” theoretical approach advocated by traditional engineering programmes in enhancing the teaching and learning experience.
66 citations
TL;DR: A review of the available ICTs that can be applied in the educational field is undertaken in this article, where selected universities from the QS World University Rankings by Engineering and Technology Subject 2018 are analyzed.
Abstract: Nowadays, universities are teaching students whose main distinctive characteristic is the strong relationship they have with information and communication technology (ICT). They are the millennial generation who have a different learning style and who are most effective when doing multisensory activities. Higher education institutions face a big challenge in finding ways to improve the learning experience and academic performance of these and future students. Research has shown that ICTs used for educational purposes can help in meeting this challenge. In this work, a review of the available ICTs that can be applied in the educational field is undertaken. Additionally, selected universities from the QS World University Rankings by Engineering and Technology Subject 2018 are analyzed. The aim is to review the state of the art technology employed by them and to summarize the innovative technological tools, trends and teaching practices of these organizations for successful engineering education. This research work can be seen as a guide to proven and valuable technologies and educational practices useful to improve the teaching–learning processes in engineering education.
TL;DR: In this paper, the effects of flipped classroom strategy to prep year instruction on student's self-regulation and social connectedness were examined, and the results demonstrate that flipped classroom can be used to promote self-regulated learning and enhancing students' social connection.
Abstract: The purpose of this study is to examine the effects of the flipped classroom strategy to preparatory year instruction on student’s self-regulation and social connectedness. A quasi-experimental pre-post-test design conducted with 160 university students enrolled in three educational tracks (health, engineering and science). The students were divided into two groups: an experimental flipped classroom group and a control group. Experimental group was taught via flipped classroom, while the control group taught via traditional strategy. The levels of self-regulation and social connectedness were measured through questionnaire at the beginning and the end of the classes. The results based on ANOVA analysis reported that students in flipped classroom had shown significantly higher level of self-regulation and social connectedness compared to students in the traditional group. Based on the obtained findings, self-regulated learning and social connectedness were successful in making significant improvements among students exposed to flipped classroom mode compared to their counterparts in the traditional group. The results demonstrate that flipped classroom strategy can be used to promote self-regulated learning and enhancing students’ social connectedness.
TL;DR: In this paper, various types of university laboratories around the world are described to present the updated state-of-the-art, and a discussion regarding the educational effectiveness of each laboratory format is discussed.
Abstract: Laboratory experiences are critical to the learning process across all domains of engineering, due to the fact that information technology has changed the educational laboratory landscape. Three general laboratory types are found in engineering education; namely, hands-on, virtual and remote; each of them with its own advantages and drawbacks. In this paper, various types of university laboratories around the world are described to present the updated state-of-the-art. Additionally, a discussion regarding the educational effectiveness of each laboratory format is discussed. Finally, a case study of the development and implementation of virtual reality laboratories and remote labs at Tecnologico de Monterrey is presented. Early results have demonstrated that the virtual labs are a viable option to complement and/or replace hands-on labs, mainly because of their low investment, low maintenance costs and ease of replication to meet user demand and, above all, because of their great impact on the new teaching paradigms, where it is necessary to encourage active learning and the development of skills based on challenges. In addition to reviewing the most characteristic learning outcomes of each type of laboratory, different elements that influence the success of teaching and learning processes, such as presence, belief, and collaboration, etc., are reviewed. We hope that this research will serve as a guide for designs of individual, blended or hybrid types of laboratories used for experimental teaching in engineering education.
TL;DR: Transdisciplinary processes have been the subject of research since several decades already as discussed by the authors, and many researchers have studied transdisciplinary processes and have tried to understand the essentials of transdisciplinarity.
Abstract: Transdisciplinary processes have been the subject of research since several decades already. Transdisciplinary processes are aimed at solving ill-defined and socially relevant problems. Many researchers have studied transdisciplinary processes and have tried to understand the essentials of transdisciplinarity. Many engineering problems can be characterised as ill-defined and socially relevant, too. Although transdisciplinary engineering cannot widely be found in the literature yet, a transdisciplinary approach is deemed relevant for many engineering problems. With this paper we aim to present an overview of the literature on research into transdisciplinary processes and investigate the relevance of a transdisciplinary approach in engineering domains. After a brief description of past research on transdisciplinarity, implications for engineering research, engineering practice, and engineering education are identified. In all three areas, the current situation is described, while challenges are identified that still exist. The paper ends with a research agenda for transdisciplinary engineering.
TL;DR: The experimental results suggest that AR intervention has a significant positive impact on student laboratory skills and ARLE is an effective tool in reducing the cognitive load of students while operating laboratory equipment.
Abstract: In engineering education, laboratory experience is powerful in building up the specialized aptitudes and skills of the engineering graduates by structuring and conducting practical experiments. In engineering laboratories, the student often deals with complex laboratory equipment to perform the experiment. Oscilloscope and function generator are frequently used electronic equipment in electronics engineering laboratories. Augmented reality (AR) technology has the capacity to provide a unique learning experience to the students which can ease down the difficulties faced by students while operating laboratory equipment. In this paper, an augmented reality learning environment (ARLE) is developed which could help the student in operating the laboratory equipment. The study aims to determine the impact of AR intervention on student laboratory skills, cognitive load, and learning motivation. The experiment was conducted amongst 60 first‐year undergraduate engineering students. The participants were randomly divided into two groups: Experimental group and Control group. The participants of the experimental group were given ARLE treatment while the participants from the control group were given traditional teaching treatment. The experimental results suggest that AR intervention has a significant positive impact on student laboratory skills. Also, ARLE is an effective tool in reducing the cognitive load of students while operating laboratory equipment. The student feedback indicates that the students of the experimental group operated the equipment without any fear of damaging the equipment as they were already familiarized with the equipment in ARLE. The results of this study recommend AR as an adequate technology for developing unique AR experiences for engineering education.
TL;DR: Three interventions—a computer-based serious game, a paper-based game (the paper version of the serious game) and a traditional lecture—were developed and implemented to measure their pedagogical value and were found to be more effective as compared to the lecture.
TL;DR: In this paper, the authors investigated how tablet computers with one adopted application influenced student engineering learning, and the results revealed that the instructional effectiveness was identical for all the students, regardless of whether they used a tablet or laptop computer.
Abstract: This study proposed an innovative instructional strategy for pre-college engineering education. Learning topics on electrical engineering education in a laboratory setting were selected for further exploration. Specifically, the study investigated how tablet computers with one adopted application influenced student engineering learning. The study adopted a quasi-experimental pretest and posttest research design. The educational experiment lasted for 6 weeks. The research participants comprised 57 ninth-grade students from a public high school in Taiwan. The students employed either a tablet computer or laptop computer to engage in weekly 3-h laboratory studies. A criterion test was developed to measure student knowledge of electrical engineering. The results revealed that the instructional effectiveness was identical for all the students, regardless of whether they used a tablet or laptop computer. However, those using the tablet computers achieved greater learning improvement. In addition, the qualitative data indicated that the tablet computers facilitated student learning in various engineering learning activities. The results of the study suggested that engineering educators in different educational levels might consider similar instructional methods to inspire students’ engineering learning.
TL;DR: Black men, underrepresented in engineering, constitute a missing segment of the population who could contribute to the global knowledge economy, and stakeholders need to address this national concern, stakeholders need...
Abstract: Black men, underrepresented in engineering, constitute a missing segment of the population who could contribute to the global knowledge economy. To address this national concern, stakeholders need ...
TL;DR: In this article, the authors report on sixth-grade students' responses to a set of problem activities that required the application of mathematics, science, and engineering knowledge in designing and constructing a paper bridge that could withstand an optimal load.
Abstract: In this article, we report on sixth-grade students’ responses to a set of problem activities that required the application of mathematics, science, and engineering knowledge in designing and constructing a paper bridge that could withstand an optimal load. Increasing students’ application and awareness of their disciplinary learning and how they are applying this in an integrated STEM activity remains a challenge for educators. In addressing this issue, we included a focus on knowledge reflection and knowledge scaffolding through thought-provoking student workbooks. Among the findings are students’ capabilities in planning, designing, reflecting, constructing, and redesigning. Students’ planning indicated that they could justify their proposed bridge type/s, which often included a combination of types, by referring to their STEM understandings. At the same time, students remained cognizant of the problem boundaries. Students’ design sketches indicated an awareness of the problem constraints, an understanding of basic engineering principles, and an application of mathematics and science knowledge. Students’ reflections on their actions helped them to improve their bridge constructions. Suggestions are presented for knowledge scaffolding to facilitate the flexible and innovative application of STEM learning to new problem situations.
TL;DR: The authors analyzed a middle school life science teacher's enactment of three design-focused life science units and student performances over a 3-year period and found that explicit engineering integration and engineering language use in classroom instruction resulted in higher student learning gains in science and engineering, but they did not have significant effects on students' interest in science.
Abstract: The emphasis of reform-oriented science education today focuses on engineering integration in K-12 science classrooms. However, there is little research, particularly longitudinal research, on how different approaches to engineering integration influence student learning and interest. To address this gap in the literature, this study analyzed a middle school life science teacher’s enactment of three design-focused life science units and student performances over a 3-year period. Findings indicate that the design and enactment of each unit reflects a unique engineering integration approach: add on, implicit, and explicit. Moreover, the ways the teacher talked about engineering varied among each curriculum unit. Through the analyses of 330 students’ pre- and post-content tests and interest surveys as well as videotaped classroom instruction, we found that explicit engineering integration and engineering language use in classroom instruction resulted in higher student learning gains in science and engineering, but they did not have significant effects on students’ interest in science and engineering. We explore the implications for curricular materials and discuss a need for long-term professional development and support for teachers.
TL;DR: In this paper, the authors focus on the skills for sustainable development in engineering courses and identify which competences should be developed in these courses to contribute to the resolution of conflicts related to sustainability, as well as the means used by universities for their development.
Abstract: This paper aims to deal with the skills for sustainable development in engineering courses. The main objective is to identify which competences should be developed in these courses to contribute to the resolution of conflicts related to sustainability, as well as the means used by universities for their development.,The research is divided into two strands: a theoretical and an empirical one. Concerning the theoretical part, the webibliomining method was adopted, to select the articles that were relevant to the theme, and 22 works were selected. Regarding the empirical study, structured questionnaires were applied to 30 specialists in the field, aiming at validating the competencies found in the literature.,In the literature, eight main competencies required to the engineering professional, related to sustainability, were found. The empirical study showed that some competences are considered more relevant than others by the interviewees.,The competencies verified in the present study and the relative relevance between them found in the empirical study can contribute to the engineering courses that wish to develop the sustainable behavior of the engineers in their professional or daily life.,The originality of the work consists in presenting to engineering students and teachers as well as professionals of the market and the government the competencies that can contribute to the formation of an engineer capable of bringing adequate solutions to the conflicts of sustainability in the twenty-first century. This paper also presents learning teaching methodologies indicated for this purpose. No other works were found with these results.
TL;DR: In this article, the authors present a method for developing optimum solutions to engineering problems typically relies on structured and complex thought processes that require evaluation, interpretation, and opinion, and well-developed critica...
Abstract: Developing optimum solutions to engineering problems typically relies on structured and complex thought processes that require evaluation, interpretation and opinion. Well-developed critica...
TL;DR: In this article, student competitions can play an important role in education: they promote interest and engagement of the students, as well as of the teachers, and one of the most challengi...
Abstract: Student competitions can play an important role in education: they promote interest and engagement of the students, as well as of the teachers. In the case of engineering, one of the most challengi...
TL;DR: In this paper, an exploratory investigation has been carried out on how sustainability competences are being integrated into the programs of both Informatics Engineering and Industrial Engineering degrees of 25 Spanish universities, finding that existing courses in the domain of the humanities and engineering projects, as well as the final degree project, are very appropriate areas for developing a holistic and reflective approach.
Abstract: The incorporation of sustainability in universities finds the greatest barriers in the field of teaching. The curricula do not usually cover all dimensions of sustainability as most of the experiences are isolated and they do not reach all students. Within a larger study, an exploratory investigation has been carried out on how sustainability competences are being integrated into the programs of both Informatics Engineering and Industrial Engineering degrees of 25 Spanish universities. The main findings suggest that existing courses in the domain of the humanities and engineering projects, as well as the final degree project, are very appropriate areas for developing a holistic and reflective approach. Likewise, there is a lack of environmental issues in Informatics Engineering, and ethical issues do not usually appear in Industrial Engineering courses. In general, there is no systematic and strategic integration along the degree programs. However, inspiring practices have been identified to propose lines of action and a curriculum model to embed sustainability into engineering education coherently and effectively. In addition, some reflections on drivers, opportunities, and challenges to achieve it are presented.
TL;DR: In this article, the transition from education to practice can be troublesome for many early-career engineers because expectations, habitual work practices and values tend to conflict with the reality of engineering work.
Abstract: Transition from education to practice can be troublesome for many early-career engineers because expectations, habitual work practices and values tend to conflict with realities of engineering work...
TL;DR: An overview about the platform, which consists of many different modules from different departments, such as mechatronic machines, simulation tools, management tools, logistics systems which are integrated into an Industry 4.0 compliant ICT (information-communication technologies) architecture is provided.
TL;DR: Techniques from design science research are used to analyse the method used when deriving the ‘learning of a complex concept’ (LCC) model, which was developed while designing teaching sequences for a course on electrical engineering.
Abstract: Modelling is a central activity in practical engineering and something that is also useful in engineering education research (EER). Additionally, qualitative research methods have found important a ...
TL;DR: This paper created the basis for a systems thinking language common to both science education and engineering education, which is used in both the sciences and engineering domains, and used it in their own research.
Abstract: Systems thinking is an important skill in science and engineering education. Our study objectives were (1) to create the basis for a systems thinking language common to both science education and e...