Abstract
Objectives: To enhance the first-year engineering students’ conceptual understanding of Basic Engineering Graphics. Methods: The mixed research was observational and unpaired; it was done during January 2020, as an interdisciplinary collaborative project between the departments of English and Mechanical Engineering. It involved two English language teachers, two mechanical engineering teachers, and seventy-first year B.Tech students of Dr. MGR Educational and Research Institute, Chennai. A pilot survey helped teachers understand students’ difficulties in learning Engineering Graphics; so different approaches like the bilingual, content and language integrated learning and the project-based content instruction with videos and Flipped learning through mobile assistance were introduced. Students watched videos on isometric projections and drawings in their mobile phones. They checked their understanding of them with the text book reading in peer company. The classrooms were utilised for peer discussions and teachers’ clarifications. Findings: The project as a group activity offered scope for peer interaction that the students were cognitively stimulated for better understanding of isometric projections. A post evaluation of the drawings, presentation by the students and a post interview found the bilingual and Content and Language Integrated Learning approach has stimulated the cognition of the net-generation learners while exploiting their interest in the mobile phones through flipped classroom. The process of learning exemplified the principle of cooperative learning among students and the cooperative work of teachers of different disciplines (i.e.) subject and language teachers. Novelty/Applications: Teaching engineering graphics with the assistance of language teachers and in a flipped classroom was a novel approach. Keywords: Engineering graphics; isometric projections; content and language integrated learning; Flipped learning
Highlights
Computer Aided Engineering Drawing (CAED), Computer Aided Machine Drawing (CAMD) and CAD, or computer-aided design and drafting (CADD) which encompass 2D or 3D CAD programs such as AutoCAD or AutoCAD LT software are indispensable digital tools to train the digital native students in engineering graphics for their professional success
Designers or students cannot escape from 2D/3D engineering drawing, especially when conventional drawing is involved
Considering the complexity, the students face in learning Basic Engineering Graphics in first year engineering undergraduate program, the departments of English and Mechanical Engineering mooted an interdisciplinary project to enhance the first-year engineering students’ conceptual understanding of Basic Engineering Graphics through a project-based engineering graphics instruction in a content and language-integrated-flipped classroom
Summary
Computer Aided Engineering Drawing (CAED), Computer Aided Machine Drawing (CAMD) and CAD, or computer-aided design and drafting (CADD) which encompass 2D or 3D CAD programs such as AutoCAD or AutoCAD LT software are indispensable digital tools to train the digital native students in engineering graphics for their professional success. Designers or students cannot escape from 2D/3D engineering drawing, especially when conventional drawing is involved. The cognitive understanding of the concepts of engineering graphics and design decide students’ proficiency in them. Considering the complexity, the students face in learning Basic Engineering Graphics in first year engineering undergraduate program, the departments of English and Mechanical Engineering mooted an interdisciplinary project to enhance the first-year engineering students’ conceptual understanding of Basic Engineering Graphics through a project-based engineering graphics instruction in a content and language-integrated-flipped classroom. The success of the project in motivating the students to understand the concept and draw the isometric projection is deliberated in this article
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