Asean Journal of Engineering Education最新文献_第6页

Implementing an Integrated First-Year Engineering Curriculum with Mixed Teaching Approaches 运用混合教学方法实施一年级综合工程课程

Asean Journal of Engineering Education Pub Date : 2021-04-06 DOI: 10.11113/ajee2020.4n1.13

Simon Howell, Wayne Hall, Nicholas Emerson

{"title":"Implementing an Integrated First-Year Engineering Curriculum with Mixed Teaching Approaches","authors":"Simon Howell, Wayne Hall, Nicholas Emerson","doi":"10.11113/ajee2020.4n1.13","DOIUrl":"https://doi.org/10.11113/ajee2020.4n1.13","url":null,"abstract":"Griffith University offers Engineering programmes over two campuses in South East Queensland, Australia. A large proportion of students are the first in their families to attend university, with many from low socio-economic backgrounds. In 2017, Griffith moved to a trimester system, and the School of Engineering and Built Environment restructured the first-year engineering curriculum to provide an improved engineering experience focusing on key educational outcomes for its diverse student population.This article describes and evaluates the new integrated first-year curriculum, which includes a mix of traditionally taught, partially experiential, and fully experiential courses. The curriculum structure is discussed, and the outcomes evaluated in terms of student achievement, progression, and satisfaction. Findings of this evaluation indicate that teaching staff have a crucial role in ensuring courses are well received, traditionally taught mathematics courses do not appear to be meeting the needs of the students, and that ‘C’ is unlikely to be a good choice for a first programming language for engineering students. However, the restructuring shows some preliminary success in terms of increased retention when coupled with proactive outreach. Further research into student perceptions and performance across courses with different teaching approaches is recommended.","PeriodicalId":411547,"journal":{"name":"Asean Journal of Engineering Education","volume":"343 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115407020","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Teaching and Learning Engineering Mathematics by Project Based Learning Method 基于项目学习方法的工程数学教学

Asean Journal of Engineering Education Pub Date : 2021-04-06 DOI: 10.11113/ajee2020.4n1.18

Rashmi Rani, Rajesh Kanna, Amer Abdelaal, Durai Pon Raj

引用次数: 1

Flipping the Classroom to Improve Academic Achievement of Information Systems Students with the Support of Learning Management System (LMS) 在学习管理系统(LMS)的支持下翻转课堂提高信息系统学生的学习成绩

Asean Journal of Engineering Education Pub Date : 2021-04-06 DOI: 10.11113/ajee2020.4n2.6

N. Arshad, M. N. Abdullah, Tengku Nur Zulaikha, Tengku Malim Busu, M. M. Addi, Naili Iliani Mokhtar, Khairul Shafee, Kalid, Savita K. Sugathan

{"title":"Flipping the Classroom to Improve Academic Achievement of Information Systems Students with the Support of Learning Management System (LMS)","authors":"N. Arshad, M. N. Abdullah, Tengku Nur Zulaikha, Tengku Malim Busu, M. M. Addi, Naili Iliani Mokhtar, Khairul Shafee, Kalid, Savita K. Sugathan","doi":"10.11113/ajee2020.4n2.6","DOIUrl":"https://doi.org/10.11113/ajee2020.4n2.6","url":null,"abstract":"This study aims to explore the effects of flipped classroom implementation on students’ academic achievement. Three courses that was offered to Information System students implemented the flipped classroom approach with the support of ULearn Learning Management System (LMS) over twelve (12) weeks of learning. Students’ coursework assessments and examination scores were compared between controlled groups that employed traditional teachingapproach and experimental groups which introduced the flipped learning approach. The Mann-Whitney test was used to compare the median and mean total marks of the two learning approaches, as well as data consistency for the mean total marks. Results show that median and mean total marks were higher in experimental group when compared to the control group for Knowledge Management System (KMS) and Information System Strategy & Planning (ISP)courses. This is proof that flipped classroom approach is a potential student-centred learning approach that can improve students’ academic achievement by encouraging students to be deep learners and promoting self-directed learning and life-long learning through the time optimization of out-class lectures and in-class active and collaborative learning activities.","PeriodicalId":411547,"journal":{"name":"Asean Journal of Engineering Education","volume":"8 12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116957163","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

TIMSS 2019 Science Grade 8: Where is Malaysia standing? TIMSS 2019科学8年级:马来西亚在哪里?

Asean Journal of Engineering Education Pub Date : 2021-04-06 DOI: 10.11113/ajee2020.4n2.10

Fatin Aliah Phang, Noorzana Khamis, N. D. Nawi, Jaysuman Pusppanathan

{"title":"TIMSS 2019 Science Grade 8: Where is Malaysia standing?","authors":"Fatin Aliah Phang, Noorzana Khamis, N. D. Nawi, Jaysuman Pusppanathan","doi":"10.11113/ajee2020.4n2.10","DOIUrl":"https://doi.org/10.11113/ajee2020.4n2.10","url":null,"abstract":"Most of the future jobs in Malaysia and worldwide will be related to STEM areas. The nation will need more STEM talent to ensure that the national development can continue to prosper. STEM talent should be nurtured since school education but studies show that Malaysian students were not doing well in science, lack of interest and the teaching method is still examination oriented. This paper reveals the analysis of the Trend in Mathematics and Science Studies (TIMSS) for Science Grade 8 from 1999 to 2019 to find the pattern of the Malaysian students’ performance in science. Over 20 years, the percentage of advanced benchmark achievers in TIMSS for Malaysian students have dropped from 5% to 3%. The overall score of Malaysia has never surpassed the international average. Over the years, Malaysian students scored questions that measured application better than questions that measured reasoning. While the interest and appreciation of Malaysian students towards science were high over the year, Malaysian students have very low confidence in science, and it has dropped drastically over the years. Science investigation were conducted by Malaysian school teachers but students scored better in science when the frequency of teachers conducting science investigation in science lessons were “once or twice a month” compared to “once a week”. Therefore, it is suggested that the science curriculum should be reviewed to ensure that the topics are not too complicated for school students so that it would not kill their confidence in science. At the same time, inquiry-based learning practiced by science teachers should be improved so that the science investigation conducted in science lessons contributed to the understanding and confidence of the students. Researchers should also look into scientific epistemology when the students construct scientific concepts during science investigation.","PeriodicalId":411547,"journal":{"name":"Asean Journal of Engineering Education","volume":"211 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117283621","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Career Education for First Year Students of Science and Technology to Improve Awareness of Working in Society 提高理工科一年级学生社会工作意识的职业教育

Asean Journal of Engineering Education Pub Date : 2021-04-06 DOI: 10.11113/ajee2020.4n1.17

Hiroyuki Matsumoto, Amagai, K., Yasushi Yuminaka, Sampson, R.

{"title":"Career Education for First Year Students of Science and Technology to Improve Awareness of Working in Society","authors":"Hiroyuki Matsumoto, Amagai, K., Yasushi Yuminaka, Sampson, R.","doi":"10.11113/ajee2020.4n1.17","DOIUrl":"https://doi.org/10.11113/ajee2020.4n1.17","url":null,"abstract":"The Japanese Ministry of Education, Culture, Sports, Science and Technology (MEXT) proposed the concept of “Bachelor’s abilities” and started a support program known as “university students’ employability” in 2010. In this article, we introduce the contents of this program. In addition, we mention the relationship between this program and the conventional concept of “employability skill”. We also introduce two courses, “career planning” and “career design”, related to this support program for first-year students in the field of science and technology. The aim of these courses is to improve students’ awareness for working in society. A questionnaire survey was conducted in order to understand first-year students’ characteristics. The survey was carried out with more than 2600 students over a period of five years. Survey results revealed that many students had no image of their future at the time of admission to the University. It seems that the obtained data shows the degree of consciousness of the average Japanese student in their first year at university. Through the introduced courses, students were able to consider their own future and discover their own goals and the significance of studying at University.","PeriodicalId":411547,"journal":{"name":"Asean Journal of Engineering Education","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123368857","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Impact of Multi-Disciplinary International Engineering Service Learning in Instilling Global Engineer Attributes among Undergraduates 多学科国际工程服务学习对大学生全球工程师属性灌输的影响

Asean Journal of Engineering Education Pub Date : 2021-04-06 DOI: 10.11113/ajee2019.3n1.30

A. Nor Anuar, Syed Ahmad Helmi Syed Hassan, M. Daud, D. N. Abang Zaidel, Fatin Aliah Phang, K. Mohd-Yusof, Yudariah Mohammad Yusof, A. A. Abdul Aziz, Youngbong Seo

{"title":"Impact of Multi-Disciplinary International Engineering Service Learning in Instilling Global Engineer Attributes among Undergraduates","authors":"A. Nor Anuar, Syed Ahmad Helmi Syed Hassan, M. Daud, D. N. Abang Zaidel, Fatin Aliah Phang, K. Mohd-Yusof, Yudariah Mohammad Yusof, A. A. Abdul Aziz, Youngbong Seo","doi":"10.11113/ajee2019.3n1.30","DOIUrl":"https://doi.org/10.11113/ajee2019.3n1.30","url":null,"abstract":"International Engineering Service Learning engages multi-disciplinary and cross-cultural engineeringstudents in experiential learning through structured community service. Through participation in this effective pedagogy approach, students is expected to gain first-hand knowledge of engineering practice, global competency, actively contribute to the community through the service they performed and develop a personal appreciation for civic responsibility.In addition, what makes service learning an activity worthy of engineering course is its reflective nature. Reflective writing is one of important component in determining value of learning experience and it gives an impact on the students.This paper aimed to investigate the impact of multidisciplinary and cross-cultural engineering service learning among undergraduates through qualitative analysis done on their reflection journals. The findings indicated that this 9-day intensive program, utilizing the concept of multi-disciplinary and multi-cultural team for engineering service learning project, can be implemented to instill global engineer attributes among students.","PeriodicalId":411547,"journal":{"name":"Asean Journal of Engineering Education","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125915544","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Comparing the Effect of Lecture and Cooperative Learning Teaching Strategies in Signals & Systems Course 信号与系统课程课堂授课与合作学习教学策略的效果比较

Asean Journal of Engineering Education Pub Date : 2021-04-06 DOI: 10.11113/ajee2019.3n1.29

N. E. Ghazali, K. Mohd-Yusof, Nor Azlinda Azmi, N. N. Nik Abd Malik

{"title":"Comparing the Effect of Lecture and Cooperative Learning Teaching Strategies in Signals & Systems Course","authors":"N. E. Ghazali, K. Mohd-Yusof, Nor Azlinda Azmi, N. N. Nik Abd Malik","doi":"10.11113/ajee2019.3n1.29","DOIUrl":"https://doi.org/10.11113/ajee2019.3n1.29","url":null,"abstract":"Cooperative learning teaching strategies structures students into groups which every member has their own role and task for the group to attain. Therefore, this learning strategies involve all the students in the class and can increase students’ engagement during the class. The aim of this study is to investigate the performance of the students by comparing lecture and cooperative learning teaching strategies. The study was conducted from September to December 2018 on 23 students who enrolled in Signals & Systems course. The course has four Course Learning Outcomes (CLO). Lecture was conducted during delivering content of CLO1 whilst Jigsaw and Teams-Games-Tournaments were introduced in delivering content of CLO2-CLO4. The performance of the CLO was measured based on quiz, test and final examination. The result between CLO 1 and CLO2-4 was compared with students in 2017 which were experienced lecture and collaborative learning strategies only. In addition, CLOs performance was compared with other sections in 2018. Overall performance students who had experienced cooperative learning strategy is better compared to lecture learning strategies. In conclusion, cooperative learning strategies can be conducted in delivering theoretical course to improve the self-regulated learning among the students.","PeriodicalId":411547,"journal":{"name":"Asean Journal of Engineering Education","volume":"73 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122609163","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Implementation of Project-Based Learning in System Modelling and Analysis Course 项目化学习在系统建模与分析课程中的实施

Asean Journal of Engineering Education Pub Date : 2021-04-06 DOI: 10.11113/ajee2020.4n2.8

F. S. Ismail, N. A. Mohd Subha, S. Sudin, N. E. Ghazali, K. Mohd-Yusof

{"title":"Implementation of Project-Based Learning in System Modelling and Analysis Course","authors":"F. S. Ismail, N. A. Mohd Subha, S. Sudin, N. E. Ghazali, K. Mohd-Yusof","doi":"10.11113/ajee2020.4n2.8","DOIUrl":"https://doi.org/10.11113/ajee2020.4n2.8","url":null,"abstract":"In preparing graduates to cater demands in industry, 21st Century Skills has been embedded in curriculum. To develop the 21st Century Skills among electrical engineering students, Project-Based Learning (PjBL) has been introduced to the electrical engineering students in System Modelling and Analysis Course. Previously, students are given exercises taken from textbooks and other references only. When PjBL is implemented, it contributes to introducing students with real-world problem setting and empowering students’ cognitive abilities. This paper discusses how the real-world problem is developed for the System Modelling and Analysis Course and how PjBL is implemented in the course. Jigsaw was used with the implementation of PjBL to introduce cooperative classrooms and to improve students’ social skills. The real-world problem developed in this PjBL is the ship-to-shore (STS) crane system. The implementation impact was discussed based on students’ reflection and the Course Learning Outcomes (CLOs) achievements. Overall CLOs achievement were above the key performance indicator. In addition, students gave positive feedback on this implementation. In conclusion, PjBL can be implemented to improve self-regulated learning among the students in order to supply them with the 21st Learning Skills.","PeriodicalId":411547,"journal":{"name":"Asean Journal of Engineering Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133809603","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Comparative Study of Engineering Design Project Assessment Rubrics to Address the Washington Accord’s Complexity Attributes 解决华盛顿协议复杂性属性的工程设计项目评估标准的比较研究

Asean Journal of Engineering Education Pub Date : 2021-04-06 DOI: 10.11113/ajee2020.4n1.21

Chia Pao Liew, M. Puteh, S. H. Hamzah

{"title":"Comparative Study of Engineering Design Project Assessment Rubrics to Address the Washington Accord’s Complexity Attributes","authors":"Chia Pao Liew, M. Puteh, S. H. Hamzah","doi":"10.11113/ajee2020.4n1.21","DOIUrl":"https://doi.org/10.11113/ajee2020.4n1.21","url":null,"abstract":"Over the years, various reports confirmed the importance of complex problem-solving in the workplace. However, in most cases, engineering educators often fail to design assessment rubrics that drive the ability to solve complex problems among the students. Literature review revealed that the studies of assessment rubrics in higher education have been undertaken in a wide range of disciplines but not in the field of engineering. Hence this study attempts to present the gaps in four assessment rubrics which were designed to assess engineering design projects. It applied comparative case studies to analyze and synthesize the similarities, differences and patterns from the assessment rubrics to produce generalizable knowledge about how and why particular assessment rubrics work or fail to work against the attributes of complex engineering problem solving and complex engineering activities defined by the International Engineering Alliance (2013), and the essential features of rubrics proposed by James Popham (1997). The results showed that engineering rubric designers generally fulfilled the requirements of designing a rubric. The shortcomings, however, it was found that not all-important design skills were addressed and limited characteristics of complex engineering problem solving were practiced by engineering educators, and the absence of complex engineering activities in the design of assessment rubrics. The understanding of these shortcomings is expected to benefit engineering educators in enhancing their instructional materials for implementing complex problem solving in engineering design projects and subsequently improve the ability of the engineering graduates to solve complex problems.","PeriodicalId":411547,"journal":{"name":"Asean Journal of Engineering Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129186567","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Adoption of the Theory of Inventive Problem Solving (TRIZ) in The Malaysia Education Policy and Curriculum for STEM Subject 创新问题解决理论(TRIZ)在马来西亚STEM学科教育政策和课程中的应用

Asean Journal of Engineering Education Pub Date : 2021-04-06 DOI: 10.11113/ajee2020.4n2.11

Zulhasni Abdul Rahim, Muhamad Saqib Iqbal

{"title":"Adoption of the Theory of Inventive Problem Solving (TRIZ) in The Malaysia Education Policy and Curriculum for STEM Subject","authors":"Zulhasni Abdul Rahim, Muhamad Saqib Iqbal","doi":"10.11113/ajee2020.4n2.11","DOIUrl":"https://doi.org/10.11113/ajee2020.4n2.11","url":null,"abstract":"The STEM body of knowledge has become a core focus for the Ministry of Education of Malaysia to be embedded in the mainstream education curriculum but one of the challenges is to improve the level of student competency in problem-solving skills. A new policy has been developed at the governmental level to ensure the change can be successfully made and executed successfully at the school level. One of the initiatives is to enhance the complex problem-solving skills of the students by introducing the Theory of Inventive Problem Solving (TRIZ) topic in the Curriculum and Assessment Standard Document for Design and technology subject. The integration of the TRIZ is streamlined with other creativity theories and thinking models. The adoption of TRIZ is strategically designed to support and complement the student in developing a technological project and design competencies. The teaching and learning process of TRIZ in the subject has started in 2018 as the first official textbook has been used in all schools around Malaysia. A survey has been carried out to 1032 respondents that involved in the process of teaching and learning the TRIZ topic in the subject. The result has shown positive feedback from respondents, and further issues have been highlighted to improve the process of teaching and learning in school.","PeriodicalId":411547,"journal":{"name":"Asean Journal of Engineering Education","volume":"104 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132895031","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0