Search Results for
"Engineering education"

Information related to student services in higher education must be produced and disseminated in various forms. Covid-19 pandemic, student services with a remote model related to this question and answer become very important. To carry out this automation process, the advanced cosine similarity method is used to check the similarity of the questions to the database and statistics to calculate the similarity value of each word. The proposed paper proceeds with three phases. The first stage to solve this problem is the data processed in question; the professional next step is word insertion. It converts alphanumeric words to vector format. Each word is a vector that represents a point in space with a certain dimension. The recommended advanced cosine similarity data still must be analyzed into a statistical approach. We will measure accuracy to get results so that optimal results and answers are obtained, research procedures are carried out based on literature study, initial data collection and observation, system development, system testing, system analysis, and system evaluation. This research implemented in universities with student chat automation applications providing an accuracy 83.90% given by natural language question answering system (NLQAS) so that it can improve excellent service in universities. © 2024, Institute of Advanced engineering and Science. All rights reserved.

Current literatures of active learning widely address pedagogies/approaches and their outcomes, but it does not appear to be a pedagogical consensus regarding the active learning pedagogies/approaches. This situation makes it difficult to gauge the prevalence and practicability of active learning pedagogies/approaches in specific educational levels. This systematic review is aimed to find the consensus of active learning pedagogies/approaches applied in pre-school to tertiary education on the basis of constructivist philosophy and student-centered notion, determine the desirable pedagogical dimensions, discover pedagogical gaps, and offer attention for bridging the gaps. We located seven pedagogical dimensions from teachers’ perspectives of pedagogical features, in terms of pedagogies/approaches and theories/concepts, from 148 publications that were eligible for inclusion after filtered through PRISMA. The learning outcomes or evidence of effectiveness were determined across various pedagogies/approaches in relation to pedagogical dimensions’ manifestation. Content analysis was employed in this work to encode, categorize, and develop themes. As a result, this study highlights the pedagogical gaps between desirable pedagogical dimensions’ manifestation and actual pedagogy attainment at various educational levels and provides suggestion for bridging the gaps to ensure smooth pedagogical transition. The study may serve as a foundation for future active learning pedagogical designs and enrich student-centered learning initiatives. © 2024, Institute of Advanced engineering and Science. All rights reserved.

Purpose: This study explores the impact of new technologies, such as simulation and virtual reality, on the pedagogy and learning of engineering students. It aims to compare the effectiveness of these digital tools against traditional teaching methods in enhancing student learning experiences. Design/methodology/approach: Utilizing a quantitative research approach, the study involved third-year engineering students from the “Production Management” course at the School of engineering of Vitoria-Gasteiz. Data were collected through an ad hoc questionnaire and analyzed using SPSS software, focusing on student satisfaction, challenges in adopting new technologies and the evolving roles of students and teachers. Findings: The research highlighted several key aspects. Firstly, it identified the need for adapting teaching methods to incorporate new technologies effectively. Secondly, the integration of simulation and virtual reality was found to facilitate a deeper understanding of real-world problems, as students could engage with these issues in a simulated, virtual environment. Finally, the study emphasized the importance of pedagogical approaches that leverage these technologies to increase student involvement and motivation. The results suggest a positive impact of digital tools on the learning process in engineering education. Research limitations/implications: The study’s scope was limited to one course within a single institution, suggesting the need for broader research across various disciplines and educational settings. Originality/value: This research offers valuable insights into the integration of simulation and virtual reality in engineering education, underscoring their potential to enhance the learning experience and knowledge acquisition among students. © 2024, Emerald Publishing Limited.

Aim. In the paper the authors briefly describe a methodology they proposed to innovate engineering education at secondary vocational schools in the field of CAD/CAE systems, and subsequently in a more detail they analyse teachers´ experiences and opinions on the use of the proposed methodology, and to it designed teaching materials, in their teaching practice. Methods. The proposed innovative way of the CAD/CAE system teaching is based on inverting the ratio of the time allowance between teaching technical drawing, and teaching modelling and simulation from 2:1 to 1:2. The stated inverting enables on the one hand to reduce by half the number of teaching lessons allocated to creation of technical documentation, and on the other hand to double the number of teaching lessons devoted to modelling and simulations. Results. As a main output of the proposed innovative approach of the CAD/CAE system teaching two textbooks were created which can be used in teaching the subjects focused on technical drawing knowledge and skills acquisition at secondary vocational schools according to the newly proposed alternative way of teaching methodology of CAD/CAE systems. Conclusion. The created teaching materials supporting the teaching of CAD/CAE systems according to the proposed methodology undergone through an experimental implementation process at a selected sample of vocational schools in conditions of real pedagogical practice. Evaluation of the obtained experiences was done in a frame of a panel discussion. © 2024, Pro Scientia Publica Foundation. All rights reserved.

New engineering educators need to be equipped with instruments that can provide easy and meaningful insight into students' self-directed learning (SDL) status so they can better foster students' success.Students who are self-directed learners can independently initiate and take full responsibility for learning, effectively utilize available resources in the pursuit of their goals, develop awareness of their learning, and demonstrate the appropriate attitude essential for individual and collaborative learning.Despite these benefits, developing SDL skills in engineering students is often overlooked.To address this, educators have a facilitating role to play in the development of engineering students' SDL skills, however, this role can be challenging for them due to the (a) high cost of using SDL instruments, especially in a large classroom and (b) uncertainty about the validity of SDL instruments.Moreover, these challenges may be more pronounced for new engineering educators.This study addresses these challenges by reporting the validity evidence for an SDL assessment instrument called the Self-Rating Scale of Self-Directed Learning (SRSSDL).The SRSSDL instrument has been widely utilized in medical education, but in this study, it was modified for the engineering education context.The utility of this 8-constructs, 46-item scale was demonstrated in engineering education with 111 undergraduate students across all academic levels, and the validity test was conducted in line with the contemporary validity framework.The result of the validity test of the SRSSDL revealed inconsistencies or instability of its constructs in the engineering education context. © American Society for engineering education, 2024.

In the Computer Architecture curriculum, teaching the complex topics of single cycle and pipelined datapath to senior students is challenging, which this paper addresses through a hybrid pedagogy combining Technological Pedagogical Knowledge with flipped learning (TPK-FL) and multiple practice exercises. TPK explores the technology-pedagogy interaction, particularly in datapath design. This approach enables students to construct knowledge by integrating technological tools with pedagogical strategies. Flipped learning (FL) reverses traditional teaching methods by providing course materials on datapath design beforehand, fostering active, self-directed learning in the classroom. The pedagogy is enriched with structured practice exercises, enhancing students' understanding of datapath design, along with their problem-solving, analytical, and critical thinking skills. The effectiveness of this method is validated through various assessments, including homework, exams, Q&A sessions, and student feedback, with a positive comparison to the instructor's previous teaching experiences. This holistic evaluation confirms the efficacy of this innovative approach in improving the learning experience in Computer Architecture and engineering education, specifically in the areas of single cycle and pipelined datapath design. The approach improves student performance, enhancing learning outcomes in Computer Architecture and engineering curriculum. © American Society for engineering education, 2024.

Early exposure to engineering is a valuable strategy to ignite interest, curiosity, and enthusiasm among students from a young age. Early exposure to engineering programs - such as after-school activities, career exploration events, guest speakers, and industry visits - can provide engineering concepts and hands-on experiences to help students develop a strong foundation and inspire the next generation of minority engineers, fostering a diverse and innovative workforce. However, implementing most early exposure to engineering programs in the locations where Native American students reside is challenging. Many Native American communities are in remote or geographically isolated areas, making it difficult to access external resources and hold early exposure to engineering programs regularly. One program that stands out is dual-credit engineering, offering a promising opportunity to expose and reinforce engineering concepts to Native American students. Navajo Technical University (NTU), a tribal university, partners with a Native American-serving school district, Gallup-McKinley County School (GMCS), to offer a dual-credit engineering program. In this program, 12th-grade students from GMCS take two NTU first-year engineering courses: ENGR 130 - engineering Graphics (engineering Design) in the fall semester and ENGR 103 - Introduction to engineering (which involves a hands-on engineering project and a project report) in the spring semester. To investigate the program and understand students' experiences, qualitative analysis of students' reports was conducted using thematic analysis via OpenChatGPT. The results revealed four themes: (1) Fundamental Processes, (2) Challenges in Execution, (3) Teamwork and Collaboration, and (4) Learning and Adaptation. These findings indicate the effectiveness of dual-credit engineering in engaging young Native Americans in engineering and align with ABET students' learning outcomes. The paper details the partnership, course specifics, challenges, and findings from students' perspectives. © American Society for engineering education, 2024.

Fostering heightened interest and engagement in engineering, cultivating diversity, equity, and inclusivity within the engineering workforce, and equipping students to thrive in an industry characterized by rapid technological advancements stand as pivotal objectives in Science, Technology, engineering, and Mathematics (STEM) education. Motivation exerts a profound influence on students across diverse academic fields. It is intricately intertwined with their level of engagement in the subjects they are studying, the inherent complexities of their chosen career paths, the career opportunities they foresee, and the potential of being misdirected toward a field they may not truly enjoy. To this end, understanding the key factors driving motivation is of the utmost importance, not only to increase retention and reduce attrition, but to also enhance students' learning, performance, and success. Even though the critical role of motivation in students' learning and overall academic success is widely acknowledged, there remains a notable gap in research examining the factors contributing to students' struggles in finding the necessary motivation for effective learning and outstanding performance, along with strategies to address this deficiency. This research aims to fill this gap by exploring the key factors driving STEM students' motivations for learning while simultaneously investigating the key factors hindering this motivation. To achieve these goals, this study surveyed STEM students at one of the largest minority-serving institutions in the United States to identify the key factors motivating and demotivating them, as well as to pinpoint strategies for enhancing motivation. The survey results revealed that several academic, financial, and social factors play a significant role in students' motivation, including career difficulty, perceptions of future and career opportunities, financial difficulties, lack of adequate work-life balance, and subsequent burnout. In light of these results, this research proposes several strategies that could potentially help students increase their motivation, including peer mentoring and/or tutoring, financial aid workshops, career fairs, and time management workshops. The findings of this study serve educational institutions and stakeholders by providing them with strategies that could help motivate students and contribute to their academic success. © American Society for engineering education, 2024.

Traditionally, an introductory Computer Aided Design (CAD) and Modeling course involves students learning by drafting models and exercises primarily from textbooks. Whereas this method has been used for a long time and has been very effective in its intended purpose, it does not provide students with entrepreneurial and other professional skills that are increasingly becoming essential for engineers in industry. An interdisciplinary approach that integrates an entrepreneurial mindset, bio-inspired design, and STEAM (science, technology, engineering, art, and mathematics) could potentially provide students with skills they need to face the challenges in the job market and become creative thinkers and problem solvers upon graduation. In this study, an interdisciplinary approach was incorporated in the curriculum that involved students identifying problems in existing products to create new solutions. This involved dissection of an existing product, carrying out functional decomposition to understand the functional relationships between component parts, identifying gaps in the design, and bridging gaps in the designs by either improving the design or coming up with a new design. Given that students carried out these activities in groups, they developed teamwork skills, improved their communication skills, and enhanced their critical thinking skills. A photovoice reflection survey and a set of open-ended questions were used to evaluate the outcomes. Results showed that students were more motivated to learn the course and became more engaged with the projects they were involved in. These results also showed that employing an interdisciplinary approach to teaching an introductory CAD modeling course can have a positive impact on the students' learning experience. © American Society for engineering education, 2024.

Through the implementation of digital learning content, this study sought to investigate the impact of digitalization on automotive technology curriculum. A quasi-experiment was conducted to assess the functionality and usability of the digital content, as well as its effect on psychomotor performance. 47 students enrolled in the Bachelor of engineering Technology (Honours) in Mechanical, Manufacturing, and Mechatronic (Automotive) programme participated in the study. The study found that the digital learning content had a significant positive influence on the psychomotor achievements of the students. The functionality of the digital learning content was evaluated based on its capacity to deliver the desired learning outcomes and its compatibility with the existing curriculum. In addition, we evaluated the efficacy of the digital content by measuring its usability, navigation, and overall user experience. The analysis is based on the four primary research questions to determine the effect of digital learning content on students' cognitive and psychomotor achievement in automotive technology programs. IBM SPSS Statistical Version 23 was utilized to analyse the listed variable. p 0.05 is the significance level for all analyses. The findings are presented in the sections that follow. These evaluations revealed that the digital content is functional and effective, providing students with a positive learning experience. In addition, the results of these tests indicated that the digital learning content effectively facilitated the learning process. Finally, students were evaluated based on their ability to complete practical tasks related to the course material. The results of these evaluations demonstrated a significant increase in the psychomotor performance of the students, indicating that the digital learning content was able to improve their practical skills. This study concluded that incorporating digital learning content into the curriculum for automotive technology had a significant positive influence on the psychomotor achievements of students. The digital content is functional, usable, and effective in facilitating learning, providing students with a positive educational experience. These results suggest that incorporating digital learning content into a programme for automotive technology can be a valuable addition to conventional learning methods. © 2024, Semarak Ilmu Publishing. All rights reserved.