Learning For Engineering Students Research Articles

Didactic digital tools and autonomous learning in information technology engineering students at Uleam, Chone Extension

The technological scenario has transformed the way people communicate, learn and carry out daily activities. Since the COVID-19 pandemic, it has been proven that technology has provided many advantages, but challenges related to access and security have also been generated, making it essential to guarantee that all people have the same opportunities related to scientific access. The objective was to evaluate the use of digital didactic tools in the autonomous learning of information technology engineering students of the ULEAM Chone extension, the study was descriptive with the quantitative approach, the inductive-deductive method was applied, the review of information and the statistical method. Among the instruments used in the work, a structured survey was used for the 16 teachers and information technology students with a total population of 193 students, applying the Larry and Murray formula with a sample of 89 schoolchildren. It is concluded that digital tools offer advantages in autonomous learning such as time optimization, in addition to allowing the analysis of various investigative approaches, even though there are factors that affect the educational field for the application of digital tools such as social, cultural, political and economic.

Effectiveness of Blended Learning for Civil Engineering Students’ Performance during COVID-19: A Case Study of a Rural University in South Africa

In this study, the effectiveness of blended learning on the learning of civil engineering students during the COVID-19 pandemic was evaluated at a rural university in the Eastern Cape Province of South Africa. The imposition of lockdown due to the global spread of COVID-19 left educational institutions with no choice but to find alternative methods of teaching and learning. Students were sent home in order to control the spread of the virus. Secondary data were used to examine the students’ performance in 2019, prior to the COVID-19 pandemic, and in 2020, during the COVID-19 pandemic. Furthermore, primary data was obtained through questionnaires to assess the students’ opinions on blended learning. The Mann-Whitney U test was used to determine the extent of the difference in students’ performance before and during COVID-19. Descriptive analysis results indicated the superiority of blended learning over face-to-face teaching methods, with blended learning achieving a 67% success rate compared to the 33% achieved by face-to-face methods. Similarly, the Mann-Whitney U test also showed a significant difference between blended and face-to-face teaching methods. In contrast to the descriptive analysis and Mann-Whitney U test, students’ sentiments indicated otherwise. 80% of students neither agreed nor disagreed with blended learning methods as a preference over face-to-face teaching methods. The results of this study demonstrated the effectiveness of the teaching methods used during the COVID-19 pandemic. Furthermore, it revealed and, further, showed the sentiments of students regarding the teaching methods employed during this period.

Bridging the Industry–Academia Gap: An Experiential Learning for Engineering Students

Bridging the Industry–Academia Gap: An Experiential Learning for Engineering Students

Instructors’ Beliefs on the Importance of Inter-Departmental Curriculum Planning for Engineering Student Learning

Instructors’ Beliefs on the Importance of Inter-Departmental Curriculum Planning for Engineering Student Learning

Welding engineering student learning outcomes in SMAW subjects: The effect on interest in entrepreneurship

This study aims to determine the influence of the learning outcomes of Shielded Metal Arc Welding (SMAW) subjects on the entrepreneurial interest of students at SMK Negeri 1 Udanawu, Blitar Regency. This research method is quantitative Research. Data collection techniques in this study used questionnaire and documentation methods. Data analysis uses validation tests, reliability tests, and simple linear regression analysis. The results showed that the F-count of 93.931 was greater than the F-table by 4.00. The significance of F by 0.002 was smaller than the α of 0.05, so the study results could be concluded that the variable learning outcomes of the SMAW subject had a significant effect on the variable of entrepreneurial interest of students. The results showed an R-value of 0.834, meaning that the relationship between the learning outcomes of Manual Arc Welding (SMAW) subjects and the entrepreneurial interest of students at SMK Negeri 1 Udanawu, Blitar Regency was very strong. This level of relationship can be categorized as a very strong relationship. This can be seen from the correlation value of 0.834 and the coefficient value between 0.800-1.000, which states the level of a very strong relationship. The value of the coefficient of determination is 71.5%, while the remaining 28.5% is influenced by other independent variables that were not studied in this study.

Improving Programming Learning in Engineering Students Through Discovery Learning

Improving Programming Learning in Engineering Students Through Discovery Learning

Remote Laboratories for Physics Education: A Proposal Toward Interactive Learning for Engineering Students

Remote Laboratories for Physics Education: A Proposal Toward Interactive Learning for Engineering Students

Sociotechnical Undergraduate Education for the Future of Natural Resource Production

The greatest challenges for contemporary and future natural resource production are sociotechnical by nature, from public perceptions of mining to responsible mineral supply chains. The term sociotechnical signals that engineered systems have inherent social dimensions that require careful analysis. Sociotechnical thinking is a prerequisite for understanding and promoting social justice and sustainability through one’s professional practices. This article investigates whether and how two different projects enhanced sociotechnical learning in mining and petroleum engineering students. Assessment surveys suggest that most students ended the projects with greater appreciation for sociotechnical perspectives on the interconnection of engineering and corporate social responsibility (CSR). This suggests that undergraduate engineering education can be a generative place to prepare future professionals to see how engineering can promote social and environmental wellbeing. Comparing the different groups of students points to the power of authentic learning experiences with industry engineers and interdisciplinary teaching by faculty.

Exploring Sound Generation and Processing in Mechatronic Systems through Digital Signal Processing: A MATLAB-Based Investigation

Digital signal processing (DSP) encompasses various applications such as convolution, censoring, and filtering. These techniques find relevance in diverse fields, including computer games consoles, tone generation for mobile cellular devices, and theatrical performances. For computer engineers facing limited memory budgets in their devices, generating new sounds by convolving with existing sounds or noises becomes a significant challenge. The objective of this paper is to elucidate and demonstrate the generation of sounds through sound and recorded sound processing. These operations form the foundation of DSP, particularly digital filtering. Sound processing involves modifying prerecorded sound clips using different types of digital filters and processors. The entire process, including sound recording and processing, will be implemented and tested using MATLAB, the widely adopted technical computing software. This project aims to provide valuable archival material that complements the learning and expertise of computer engineering students and specialists.

Nudging Lifelong Learning and Reflective Thinking in Engineering Students Utilizing LinkedIn Learning

Abstract—Most engineering and technology-focused program curricula are firmly fixated on the required technical skills to meet the profession’s needs. Yet, in today’s rapidly changing, globalized world, engineers and technologists need more than technical competencies to meet the requirements of their professional work. This work illustrates how the LinkedIn Learning (LiL) platform was used as a “learning partner” to complement undergraduate engineering management courses to enrich metacognition and nudge lifelong learning tendencies. The rationale for integrating LiL into the course framework is examined, including study design and survey results. Summary research indicates students appreciated the LiL coursework assignments. Most respondents perceived that the LiL courses increased their knowledge and skills in the subject matter presented. The study illustrated movement towards self-determined learning behaviour and improved reflective capabilities.

Students' Learning Perception in Engineering, Health and Education During Emergency Remote Education in Chile

<p style="text-align:justify">Higher education institutions around the world had to implement an emergency remote education (ERE) modality due to the COVID-19 pandemic. This study aimed to determine the individual and relational factors that affect the perception of learning in engineering, education, and health students during emergency distance education. Through a quantitative, non-experimental, and correlational study, an online survey was administered to a sample of 929 higher education students regarding their ERE experience. They were surveyed regarding their perceived learning, empathy, classroom interaction, self-regulation of learning, positive agency, student engagement, learning approaches, and use of digital resources. Data was analyzed using quantitative methods, namely correlations, comparisons of means and a linear regression analysis. Education students showed a more positive perception of learning, used a deep learning approach, and rated more positively the empathy shown by their professors and the possibilities for class participation than other students. Engineering students had the lowest scores on perceived learning and on almost all other variables. In general, students with a better perception of learning presented a higher engagement in their studies and a lower use of surface learning approach.</p>

Conceptual Maps: A Tool for Assessing the Meaningful Learning of Engineering Students in a Pre-Calculus Course

Context: The difficulty that students of Differential and Integral Calculus, in Engineering programs, show when dealing with the concept of function, one of the fundamental concepts of higher Mathematics, with countless applications in courses of the aforementioned programs. Objectives: To evaluate the contribution of a potentially meaningful teaching unit to promote learning of first-degree polynomial, exponential and logarithmic functions, and to evaluate Engineering students’ learning, through conceptual maps. Design: A potentially meaningful teaching unit of concepts related to first-degree polynomial, exponential and logarithmic functions was applied. The research is based on the Meaningful Learning theory. Scenario and participants: Five Pre-calculus students from Engineering programs at a community university in Rio Grande do Sul. Data collection and analysis: Data collection took place through initial and final assessment instruments, in addition to questionnaires and conceptual maps, during the students' participation in an extracurricular activity, with analysis of the conceptual maps based on an adaptation of Cañas and co-workers’ Topological Taxonomy. Results: The results showed that the adopted methodology has the potential to promote meaningful learning in the context of Engineering Education and that conceptual maps are reliable tools for assessing learning. Conclusion: it is possible to claim, that the first-degree polynomial, exponential and logarithmic functions, once worked in a contextualized way, help in the understanding of different concepts and contribute to the occurrence of a meaningful learning, whenever there are learning conditions for such, which requires considering the students' prior knowledge, in addition to their interest in learning.

Effectiveness of Video Lessons Using Mobile Learning Technology

Electronics and communication and manufacturing technology are gaining much importance in the new millennium. The advents in electronics and communication technologies have been offering inexpensive, more convenient and more functionality in a single device. The engineering students and teachers can access data and communicate with each other anytime, anywhere, on any device, and any data and network. The researcher has to implement new technology, new ideas, and innovations in the research area of wireless communication and wireless networks. In wireless and mobile communication, to develop these engineering laboratories into virtual labs and study materials in hand (within a Pocket). This research is focused on and related to engineering education research. The quasi-experimental design has been used in this research study to measure the effectiveness of mobile learning using video lessons in engineering education. The questionnaire is used to evaluate the effectiveness of mobile learning for undergraduate engineering students. This paper describes the main study of the research results shows that 506 students of second year engineering students of Electrical and Electronics Engineering (EEE), Electronics and Communication (ECE), and Bio- Medical Engineering (BME) in Chennai, Tamil Nadu, India their usage of wireless communication technology in mobile learning using video lessons. The video lessons used for this study are Electromagnetism which is common for EEE and ECE and Electrocardiography is common for BME and ECE. During the study smart phones, mobile phones and wireless devices, tablet pc, personal digital assistants, etc are used and the duration of the video lesson is 30 minutes. These video lessons can be transmitted using Bluetooth technology in the classroom, library, and corridors during the free hours. Keywords: E-learning, m-learning,

Design Thinking with ICT Tools: An Approach to Enhance Engagement in Design Problem and Practical Exposure

These instructions give you guidelines for preparing Abstract— Students were unable to gain exposure to think practically, solve real-world problems, and think critically in recent years following pandemic situations, so design thinking is a rapid change in engineering education strategies to increase students' engagement in imparting knowledge and skills remotely to the students. The traditional approach to teaching-learning strategies has given way to some advanced methods utilizing various modern approaches such as design thinking. The engagement of students actively and learning collaboratively with thinking ability is the major challenge in the learning of courses like metrology. The paper is a report on the author's use of the design thinking approach for the learning and active participation of third-year mechanical engineering students at Rajarambapu Institute of Technology in Rajaramnagar. This paper describes the use of the design thinking approach for the metrology course and summaries of students' active participation and improvement in terms of students' "Learning Coefficient (LC)" based on the responses collected. The learning coefficient is represented by a number ranging from 0 to 1, with 0 indicating fewer interactive sessions and 1 indicating extremely interactive sessions. These coefficients reveal how much learning is taking place. Furthermore, the impact assessment shows that course results and course outcome attainment were significantly improved. The students' feedback indicates that they had a great time and appreciated the opportunity to learn. Keywords— Collaborative learning; Course outcomes; Design thinking; Learning coefficient; Students’ feedback.

Developing an Inclusive Education Game Using a Design Science Research Gestalt Method

As business firms seek a diverse talent pool to attain a competitive advantage, the need for inclusive education has become even more apparent across academic domains. An essential way to impart inclusive education today includes digital tools such as educational games. In this study, we apply the design science research (DSR) Gestalt methodology to develop an inclusive educational game that would advance learning for both male and female engineering students. We also assess the game’s efficacy in achieving performance improvements using a survey-based experimental design. Results demonstrate that the game resulted in greater student performance compared to traditional round-table discussions. Additionally, the game had a greater positive impact on female students’ performance compared to male students. The study shows that one can apply the DSR gestalt method to develop gender-inclusive educational games.

Students’ and Lecturers’ Perception on the Use of Introductory Engineering Mathematics PutraMOOC

This paper presents the perceptions of lecturers and students on the use of the Introductory Engineering Mathematics PutraMOOC as a medium of learning and teaching for first year engineering students. The objectives of the study include respondents' perceptions of the characteristics of the PutraMOOC and its impact on the implementation of OBE. To measure the findings based on the respondents' experience on using the PutraMOOC, questionnaires which was also linked to students' scores, as well as interviews with lecturers were conducted. The results of this study show a positive impact and perception of the use of the PutraMOOC. However, based on the findings, there are also some improvements that need to be made in helping the effectiveness of the PutraMOOC in the future use.

Experience of Project-Based Learning for First-Year Engineering Students at GMIT

This study introduces the experience of a project-based learning (PBL) approach for first-year engineering students at German-Mongolian Institute for Resources and Technology (GMIT), Mongolia. The engineering project course at GMIT is the first-ever PBL experience for engineering curriculum in Mongolia and adapted from the engineering program at the Technical University of Darmstadt and has been implemented since 2014. It is dedicated to preparing students for gaining both technical and soft skills through PBL from the beginning of their engineering education. The questionnaire surveys are taken regularly during the course period from students to improve the course quality. The current study presents the analysis of questionnaire surveys done in 2019 and discusses the benefits and challenges of the course. The responses by students revealed that the implementation of the course was beneficial in improving teamwork. Suggestions based on the PBL are given to improve the effectiveness of engineering education in Mongolia.

Building Knowledge Structures in Context: An Exploration of How Constructionism Principles Influence Engineering Student Learning Experiences in Academic Making Spaces

In this study, we explored how constructionism theory principles were integrated across six engineering academic making spaces to support student learning outcomes. Using a qualitative approach, we conducted a thematic analysis of semi-structured faculty and staff interviews. The data suggests that engineering academic making spaces afford students with collaborative spaces for collective discovery centered around the application of manufacturing processes and professional practices. Furthermore, data indicates that both educators and staff play an integral role in guiding student learning, autonomy-building, and lifelong learning in these spaces. However, additional considerations around learning cultures, student-centered learning, and their connections to situated cognition and collaborative learning are needed. Findings and subsequent recommendations focus on using a constructionism lens to promote engineering students’ learning outcomes in academic making spaces.

Teaching proposal for the subject of unit operations at the university level through project-based learning (PBL) methodology

Several studies have proposed Project-Based Learning (PBL) as one of the most effective methodologies to achieve competency-based education. The objective of this work was to test the PBL methodology in a group of university to meet competencies. This test was applied to 25 students group divided into teams that were tasked with developing a prototype for a different part of a unit operation. The final product was the demonstration of the operation of the prototypes individually and together. In the first part, students were asked to make a design proposal. Once the design was accepted, the construction of the equipment with commonly used materials was prepared. Subsequently, the performance and characteristics of the assembled prototypes were presented to an evaluation committee. Based on the results obtained, it can be concluded that the PBL methodology proposed in this work contributed to the development of competence by students. We believe that the use of the PBL methodology could enrich the learning of Engineering students, as well as bring it closer to real scenarios.

Digitizing Product Dissection: A Case Study on Augmented Reality and Animation in Engineering Education

Abstract The global pandemic of 2020 caused a paradigm shift in engineering education. In a matter of weeks, and sometimes days, faculty members across the world had to move their hands-on engineering courses to an online environment. During this shift, educators relied on technology more so than ever to improve student design learning without an empirically understanding of the impact of this shift on students' cognition and understanding. The current study was developed to determine the cognitive underpinnings of such shifts by exploring the impact of Augmented Reality (AR) and animation impact engineering student learning, cognitive load, and recall during a virtual product dissection educational activity. This was achieved through a full factorial experiment with 117 first-year engineering students where students were divided into one of four conditions: baseline of virtual dissection; virtual dissection + animation, AR dissection, and AR dissection + animation. The results of the study show that students in the virtual dissection + animation showed an increased understanding of the product over the three other conditions. In addition, participant cognitive load and recall in the AR condition were not significantly different than in a non-AR virtual environment. The results are used to provide recommendations on how technology can be utilized in a virtual classroom environment, providing crucial insight into the steps needed to virtualize engineering education during the pandemic as well as future steps toward possible education reform.