Quality Of Engineering Education Research Articles

Investigating the Impacts of A Simulation-Based Learning Model Using Simulation Virtual Laboratory on Engineering Students

Considering electrical engineering students at Universitas Negeri Medan as a case study, this research looks at how an SVL affected their grades. Integrating the TAM with the ABET Laboratory Learning Objectives, it provides a comprehensive framework for quality engineering and technology education. This research is the first of its kind to theoretically compare the two concepts in a VL context. This research examines the relationship between student performance in the classroom and the TAM's usability components as well as the ABET's learning objectives. The results from the surveys given to first-year Electrical Engineering students are analyzed using Structural Equation Modeling (SEM) and Partial Least Squares (PLS). Because it enhances student performance and satisfies their learning goals, the results demonstrate that utilizing simulation-based virtual laboratories (SVL) in engineering education offers substantial educational benefits.

Research on Hydraulic Teaching Reform Based on the Background of Emerging Engineering Education

This study explores the necessity and specific approaches of hydraulic teaching reform in the context of emerging engineering education, providing references for improving the quality of hydraulic engineering education. The reform of hydraulic teaching based on the emerging engineering background helps to meet the diverse needs of water conservancy talents in the new era. By optimizing curriculum settings, introducing interdisciplinary courses and cutting-edge technologies, strengthening practical teaching, and innovative teaching methods, the comprehensive quality and practical ability of students are enhanced. Through the construction of laboratories and cooperation with off-campus practice bases, a rich practice platform can be provided for students, cultivating innovative hydraulic engineering talents.

Educational impact of Metaverse learning environment for engineering mechanics dynamics

AbstractMechanics dynamics course is challenging for mechanical engineering students. Strong abilities in abstract thinking, reasoning, and problem‐solving are prerequisites for this course. Technology advancements in Industrial Revolution 4.0 have brought about significant changes in engineering education, and traditional teaching methods may no longer be sufficient to prepare students for the requirements of this industrial revolution. Relating to all Internet technologies, the Metaverse is an emerging environment that allows immersive interactive experiences to enhance comprehension. Combining Metaverse with constructivist learning, students can engage in engineering tasks and receive real‐time feedback for deeper understanding. Education 5.0 emphasizes the use of new applications and technology to provide more humanized education, with an emphasis on students' social and emotional growth and solutions that improve life in society. However, since the Metaverse learning environment is still in its infancy, more empirical research is required regarding the application of the Metaverse environment using a constructivist approach to facilitate teaching and learning in engineering, particularly in the setting of mechanics dynamics. This research proposal aims to investigate and design a conceptual framework for the Metaverse environment as an additional learning aid in mechanical engineering education. The research findings could enhance the quality of mechanical engineering education, which is in line with the current Malaysia education blueprint that is, the incorporation of new educational technology aids and interventions. Additionally, the findings could provide new insights into the design of engineering curricula teaching practices and the Malaysian Science, Technology, Innovation, and Economy policy of providing new educational platforms that is, to nurture a creative society and a skilled workforce.

Hands-on engineering design in an undergraduate thermodynamics learning context

Hands-on engineering design is a critical element of quality engineering education commonly featured in the first and last year of undergraduate programs. Technical science and engineering coursework dominate the sophomore and junior year, often with fewer hands-on design experiences. We sought to mitigate this by integrating a hands-on engineering design project into a second-year thermodynamics-focused course for mechanical engineering students. We iterated on a heat-to-work device design project developed by Shepard and Hoxie to make it more open-ended, and to introduce a ‘who’ and a ‘why’ into the project by having students design devices to help hypothetical users accomplish tasks. We analyzed student reflections about the project using an inductive thematic approach. Our results indicate that the project was challenging; students consistently described experiencing failures. Most students were eventually able to succeed in the project using a combination of design iteration, risk-taking, and adaptation. They articulated growth in engineering design capabilities (including the valuation of simplicity in designs, brainstorming, applied learning, and time management), and increases in confidence (including takeaways about the importance of self-trust and intuition). In this paper, we present the revised project design and findings from its implementation using student and instructor reflections, and suggestions about how it could be implemented in thermodynamics courses for other mechanical engineering programs.

Quality engineering education through accreditation

Quality engineering education through accreditation

A Review on Implementation Challenges and Measures of Exit Exam to Enhance and Assure the Quality of Engineering Education at Ethiopia HEIs

A Review on Implementation Challenges and Measures of Exit Exam to Enhance and Assure the Quality of Engineering Education at Ethiopia HEIs

Teaching Evaluation System on Engineering for Applied University in China

This research presents a novel Teaching Evaluation System model designed to enhance the quality of education in Chinese applied universities with a focus on engineering programs. The objectives included synthesizing relevant theories related to teaching evaluation systems in applied university engineering and developing a comprehensive system. A population of 9 experts from China was selected through purposive sampling, all qualified and with a minimum of five years' experience as Assistant Professors at the same university. SPSSPRO was employed for data assessment, ensuring questionnaire reliability with a Cronbach's ? of .823, indicating excellent reliability. The research result, with an average score of 4.6358, SD. = 0.4655, CV = .1008, IQR = 1, demonstrated a strong agreement among expert opinions. Utilizing the Analytic Hierarchy Process (AHP) for weighting analysis and assessing matrix consistency, CR = .039 < .1, suggested sufficient consistency for decision-making. The research employed focus groups to discuss the evaluation system for Chinese applied university engineering education, utilizing the CIPP model, modifying the evaluation index system, and employing AHP for indicator ranking. A case study at Sichuan University of Science & Engineering, using the new evaluation index system, revealed program issues, and offered recommendations. The index system comprises four first-level, 12 second-level, and 52 third-level indexes, providing a reflective evaluation of the actual relationships among indicators and serving as a valuable reference for assessing engineering education quality.

Challenges and Opportunities in Online Computer Science & Engineering Education: A Study in Velammal College of Engineering & Technology, Madurai

Abstract: Owing to the entry of COVID-19, starting from the year 2000, India managed online education well for more than a year and a half. Now, the question is to understand whether the online mode of education is as effective as the face-to-face classes. This study intends to focus on identifying the challenges and finding the opportunities to enhance the quality of online engineering education with respect to Computer Science and Engineering (CSE) branch. A survey was conducted using a questionnaire involving the chosen 2nd year, 3rd year, and 4th year students of CSE department, Velammal College of Engineering & Technology, Madurai (VCET), who have had the experience of acquiring knowledge through both offline and online modes. The spreadsheet software was used to filter, organize as well as visualize quantitative data, and descriptive methodology was adopted for the data analysis. The result of the study will lay a scope to understand the existing gaps in online CSE education and the proposed ideas to fill the same enhancing the resources. Further, this study may play a pivotal role in making effective online CSE education at par with face-to-face classes completely possible and preferable. Keywords: COVID-19; CSE; digital skills; online education; Velammal College of Engineering & Technology.

Construction of Engineering Education Quality Assurance System in Applied Undergraduate Colleges Under the Background of Emerging Engineering Education

Construction of Engineering Education Quality Assurance System in Applied Undergraduate Colleges Under the Background of Emerging Engineering Education

Moving towards Quality Academic Project Development using Program Specific Research Activities in Engineering Education

Abstract: To improve engineering education quality of student, project is a major concern. Project experience provides a major pathway for student’s career either for their professional career or upgrading the qualification through Post Graduation or Ph.D. in Engineering. Being a very practical field, it requires experience and exposure to the real world to be expertise and successful in a certain domain. Project work integrates hands-on experiences with education which facilitate them while they are on their job desk and are being appreciated for their updated knowledge. Quality projects require effective project management. It is observed that there is very less studies done on the project management skills required for the engineering graduates. This will assist the students to learn and adequately apply their knowledge in their future project work which will help them to convey a superior focused on and more significant projects. To strengthen student project development, there is a need to incorporate innovative practices through set of program specific research activities with defined strategies. Also program specific research activities will attain higher values for program outcome. Keywords: Quality Academic Project Development, Program Specific Research Activities, Program Outcome

Does a vocational education program prepare competent graduates for further academic programs?

PurposeThis study examines whether students graduating from SSC-VOC perform better in diploma engineering programs.Design/methodology/approachThis study uses quantitative and qualitative methods to examine how secondary school certificate-vocational (SSC-VOC) graduates perform in their subsequent vocational programs.FindingsDespite having vocational training orientation, this study finds that graduates from SSC-VOC receive lower grades than their public counterparts by 0.109 cumulative grade points average (CGPA).Social implicationsFindings imply that policymakers should increase teachers' numbers, salaries and laboratory facilities. In addition, collaboration between SSC-VOC institutions and polytechnics would allow them to offer a quality engineering education. In such a way, technical and vocational education and training (TVET) programs prepare human resources to promote economic development and employment, expand production opportunities and improve employment quality.Originality/valueThis is the first piece of work conducted in Bangladesh that has examined the quality of VET graduates for furthering their studies. This study added value by providing some pragmatic suggestions for practical implications.

Defining the capabilities required to teach engineering: Insights for achieving the Australian sector’s future vision

ABSTRACT Professional engineering practice is being transformed by technological developments, globalisation, and changes in societal expectations. In response, approaches to engineering education must advance to better prepare graduates for the demands of industry. However, the criteria currently used by universities to appoint and promote academics do not appropriately prioritise teaching quality, which impedes educational quality enhancement. This study sought to refine the categories of teaching capability proposed in the Engineering 2035 Project (which reviewed the state of Australian engineering education), given these categories lacked the detail necessary to inform policy. Transcripts of interviews with 21 engineering educators were thematically analysed to identify the key skills required of engineering educators. Mapping of interview themes to the seven capabilities proposed in the Engineering 2035 Project revealed gaps in three pedagogically-driven areas related to communicating complex engineering concepts to actively engage students, creating empathetic learning environments, and subject management. New extended descriptors for ten teaching capabilities were developed. We argue that these capabilities must be valued within universities to drive improvement in engineering education quality. Thus, the proposed capability descriptors should be used to inform criteria for recruiting and promoting academics, guide professional development strategy, and evidence educator quality during accreditation processes.

Evaluation of Content Validity for Fundamentals of Computer Science Subject

Rapid changes in ongoing Information Technology (IT) education demand improvement in the existing learning modules. This is significantly important for Fundamentals of Computer Science (or Asas Sains Komputer (ASK)), a subject taught in secondary school level to provide basic knowledge and understandings of Computer Science at earlier stage of learning. Realizing its importance, a study was conducted to evaluate design learning module of ASK to increase students interest in Algorithms. Done from teachers perspectives, the study used a qualitative approach by conducting interviews with five experts from educational background in order to validate the design learning module. The results of the study based on the scores and comments given by the experts regarding ASK design learning module are positive. The feedbacks from the research contribute in development of ASK module thus improving students interest and understandings during the learning process. This also helps in enhancing the quality of Science, Technology, Engineering, and Mathematics (STEM) education as stated in the Malaysia Education Blueprint 2013-2025.

Redesigning Outcomes-Based Mechanical Engineering Course Syllabus Using the Constructive Alignment Approach

The field of Mechanical Engineering is one of the earliest disciplines within the realm of engineering, having acquired a distinct identity during the nineteenth century. This study constitutes an ongoing endeavor aimed at enhancing the quality of Mechanical Engineering education. As the foundation for this revision, the authors have undertaken an evaluation of the existing syllabi for three major Mechanical Engineering courses, employing a constructive alignment approach. Pertinent data were collected through the analysis of existing documents, interviews, and consultations with the instructors of these ME major courses. Thematic analysis was employed to scrutinize the gathered data. The resultant insights were utilized to formulate a novel course syllabus that is attuned to the requisites and objectives of the university, while adhering to the Outcomes-Based Teaching and Learning Framework established by the Philippine Commission on Higher Education.

Technological trends & software engineering education: a systematic review study

The quality of software engineering education is influenced by the consideration of modern industrial trends, IT trends and software development methodologies. The transition to a new level of industry - “Industry 4.0”, characterized by robotics and cyber-socialization, brings a wave of new, never-before-seen challenges to the field of IT and programming. Under such conditions, it is impos- sible to achieve the desired synergistic effect without the formation of an appropriate informational and educational environment in institutions of higher education. One of the sources of the content of such an environment can be the publications of the world scientific community registered in international scientometric databases. On this basis, it becomes possible not only to provide effective digital educational content, but also to choose and use the latest technological means of learning support. A targeted review of primary sources in the Web of Science Core Collection database made it possible to identify, select, synthesize and evaluate research evidence relevant to the research questions: (i) what technological trends are analyzed in research, (ii) what information technolo- gies are considered in research, (iii) what strategies are reflected in publications to overcome the above challenges of SE teaching and learning. According to the results of the study, we offer to improve the educational and methodological support of software engineering education based on ontological modeling of the integration of the requirements of modern trends in the development of the industry and the IT sector, international recommendations and the capabilities of technological teaching aids. This approach is a good basis for the processes of intellectualization of information systems of the educational environment and the construction of appropriate technological educational tools on their basis.

Structure Analysis Research of Transportation Major Curriculum System in Application-Oriented Universities under the Perspective of Engineering Education Accreditation

Engineering education accreditation (EEA) is the internationally accepted engineering education quality guarantee system, and it is the important foundation of international mutual recognition for engineering education and qualifications. First, in contrast to the criteria of EEA, the domestic construction of the transportation major curriculum system is analyzed at the present situation, and the DEMATEL-AISM model to carry out structural analysis research on the transportation major curriculum system in the application-oriented universities is established. Furthermore, the transportation major in Liaocheng University is taken as an example and the adversarial hierarchical topology map of the curriculum system, based on the DEMATEL-AISM model, is created. Finally, a curriculum structure is built which could adapt to the school-running characteristics and talents training goal. Through exploration and practice, the curriculum structure improves the transportation major educational objectives to achieve social fitness and provides a reference for the transportation major curriculum construction in colleges, especially application-oriented universities.

Infological modeling of the space for software engineering education

It is determined that the quality of software engineering education is influenced by modern industrial trends and IT trends, software technology tendencies, as well as the dynamics of software development teams. Given the wide range of technologies faced by groups of developers, it is determined that teaching should be based not only on the characteristics of technologies and projects, but also on the personal characteristics of programmers in accordance with the methodology of group dynamics and communications. In general, this leads to the fact that learning tasks are usually multifactorial and information overloaded. This produces educational problems related to expansion the fundamental (traditional) sets of competencies and skills and requires methodological delineation for the prospect of their wider application in pedagogical systems of software engineering. To support this area, the target audience should include industry employers and other actors. It was revealed that current issues also include problems of quality and completeness of information collected and submitted to support educational problems, questions to acquaint students with information support of decision-making processes. The approach to software engineering education is improved by modelling the integration of the requirements of current industry and IT industry trends, international recommendations, and the potential of soft skills. An ontological model of the subject area of software engineering as a basis of knowledge base of intelligent information system for application within pedagogical systems of higher education is offered. The following researches are planned, focused on the further development of the ontological model, filling it with content, creating an appropriate knowledge base and improvement of methodical materials.

TEACHING ORIENTED BY STIMULATING STUDENTS' INTERNAL MOTIVATION -- FROM THE PERSPECTIVE OF EDUCATIONAL EMOTION REGULATION

BackgroundWith the rapid development of communication technology, the communication industry has a strong demand for talents, which is reflected in the quantity and quality of talents. Students are required to have not only the theoretical knowledge of communication engineering, but also the professional knowledge of communication industry, the awareness of discovering and exploring problems, and the ability to solve practical problems. However, for a long time, influenced by the traditional teaching mode, communication engineering education has some problems, such as boring teaching materials, single teaching methods, outdated ideas and so on. Therefore, it is imperative to reform the teaching design and improve the quality of engineering education. Through the regulation of educational emotion, the communication engineering course is more conducive to cultivate the ability to find, explore and solve problems, which is an important research topic of the current communication engineering teaching reform.Subjects and methodsTaking the principle of communication as an example, from the perspective of educational psychology and through the method of educational observation, master the situation of students, especially their psychological characteristics. The situation of students includes knowledge structure, thinking characteristics, psychological characteristics and practical experience. According to the psychological characteristics of students, based on the result oriented educational theory and the starting point of teaching design, this paper analyzes the teaching objectives, teaching ideas, teaching methods and teaching feedback. The teaching goal is to expand students' knowledge base, improve students' ability, deepen students' cognition and enhance students' emotional experience. The teaching design is as follows. Firstly, the physical phenomenon of inter symbol interference in the received signal can be found through observation, and its main causes can be analyzed. Next, the system level mathematical model is established to naturally transition to the time domain condition without inter symbol interference, and the corresponding frequency domain condition is deduced. Finally, according to the above situation, guide the design of the communication system, evaluate the system performance, and refer to the performance balance design parameters required by the communication system. The basic idea of teaching is: “inter symbol interference phenomenon” → establish mathematical model → solve the time-frequency domain conditions for eliminating inter symbol interference → design communication system → evaluate performance → adjust system parameters “. At the same time, the study explored the role of this teaching method in emotional behavior regulation. This study used the Beck Anxiety Inventory (BAI), which was compiled by Aaron T. Beck in 1985. It is a self-assessment scale with 21 items. The scale is scored with 4 grades, which mainly evaluates the degree of annoyance of subjects by a variety of anxiety symptoms. Suitable for adults with anxiety symptoms. It can accurately reflect the degree of subjective anxiety. Items and scoring criteria: Bai has 21 self-assessment items, taking the degree of subjects disturbed by a variety of anxiety symptoms as the evaluation index, using the 4-grade method. Its standard is “1”, which means none; “2” means mild without much annoyance; “3” means moderate, uncomfortable but tolerable; “4” means severe and can only be tolerated reluctantly; The scope of application of the scale Bai is mainly applicable to adults with anxiety symptoms. It can be used in psychological clinic, psychiatric clinic or inpatient.ResultsThe teaching process of communication principle was redesigned from the aspects of teaching ideas and teaching methods. Through problem introduction, video animation, mathematical modeling, “meta thinking method” and eye map, students can intuitively master the course content and make the abstract communication problems more specific. Obtain teaching feedback corresponding to teaching objectives. In fact, students with learning anxiety were examined with Bai and SAS (self rating anxiety scale, compiled by Zung in 1971), and the correlation analysis was carried out on the examination results. The correlation coefficient was 0.828. The results showed that there was a significant positive correlation between Bai and the total score of SAS objective evaluation. To prove the effectiveness of Bai in clinical application in China. Sensitivity and specificity: the authors took Bai ≥ 40 and ≥ 45 as positive respectively, and obtained the false positive rate, false negative rate, sensitivity and specificity to evaluate the evaluation effect of Bai on anxiety disorder. The results showed that when BSI ≥ 45 as the limit, its sensitivity (91.66%) and specificity (91.25%) were relatively balanced.Conclusionaccording to the psychological characteristics of students and based on the result oriented educational theory, optimize the teaching design of communication principle, improve the quality of communication engineering education and improve the cultivation of students' ability. This study is of great significance to cultivate talents needed by the communication industry.AcknowledgementsSupported by the project grant from the National Natural Science Foundation of China (Grant No. U1633121) and the project grant from University of Science and Technology Course Fund (Grant No. KC2019SZ11).

Estimating Measurement Error in University Students’ Work Experience Programme (SWEP) Assessment using Generalizability Theory: Implications for Transdisciplinarity in Engineering Training

Test experts and other stakeholders in education are interested in the quality of students’ assessments, while traditional reliability indices are giving way to Generalisability statistics encouraging transdisciplinarity in problem-solving. This study aimed at estimating measurement error in University Students’ Work Experience Programme (SWEP) assessment using generalizability theory. The design adopted for the study was a one-facet nested fixed design with assessors nested within persons. The study’s target population was all the 200 level undergraduate Engineering students registered for 2015/2016 academic sessions in the Faculty of Engineering in a Nigeria University and all the technicians who assessed them, with 591 students purposively selected. Their assessment scores were collated using a Proforma. Data obtained were analyzed using ANOVA statistics. Findings revealed that the assessor effect confounded the person by assessor interaction. The residual contributed more to measurement error in university engineering SWEP scores; the relative and absolute error variances were equal, with a value of 8.02. Therefore, relative and absolute interpretations cannot be distinguished. Based on these findings, educational researchers engaging in Genralizabilty theory analysis should employ the crossed facets G-study designs in assessment designs to fully harness G-theory’s strength to distinguish between the absolute and relative decisions. This conclusion is so as decision-makers may be interested in one or both decisions while interpreting measurement results in defining error and Generalisability coefficients to employ synergetic efforts to ensure quality engineering education through a transdisciplinary approach to their training.

Quality and Sustainability of Engineering Education: The Role of Teacher and Student Performance Evaluation Review

This study which is an investigative survey carried out in an Engineering department in South East Nigeria was aimed at evaluating the performances of students and teachers in order to ensure quality and review of the intrinsic variables within an educational system. The unique characteristics of teachers were compared with the average performances of students in the final year, to identify the possible cause of poor quality and low Final Cumulative Grade Point Average (FCGPA) by students of that department. The summary results for five consecutive academic sessions were used to determine the performances of students in varied courses taught by their lecturers, while the Pearson Correlation Coefficient was applied to review the students’ performances with unique features of gender, qualification and years of experience among lecturers involved in the teaching, research, and service delivery of the final year courses. The results showed 79.76, 53.37, 61.16, 73.33, 59.13, 72.73, 66.12, 79.60, 83.49, 76.85, 87.50, 71.96, 84.00, 88.91, 75.86, 76.48, 72.41, 80.90, 71.93 percentage-teacher-performances respectively, in descending order of codes assigned to lecturers. The application of Mintab software revealed correlation coefficients of 0.28, 0.01 and -0.51 for inherent peculiarities, while the p-values of 0.233, 0.956 and 0.025 were equally obtained. These results will assist the university’s management in its administrative function and decisions making regarding students and teachers’ quality at intakes and recruitments, by ensuring that requisite standards for engineering education study, growth, development and sustainability efforts are effectively achieved in line with its project 200 vision, thereby enabling the lecturers to optimize the quality of their teaching, research, and service delivery.