Pub Date : 2019-11-01DOI: 10.1109/ICEED47294.2019.8994914
H. Zeynal, Z. Zakaria, S. Mansoorzadeh
An optimization model to enhance module planning is proposed in this paper. In Outcome-Based Education (OBE), it is found that there is a concrete relationship between the success level of Learning Outcomes (LO) and the assessment weight allocation of the module. The proposed optimization model procures optimal adjustments for all assessments with which the maximum LO achievement can be obtained, taking into account operational constraints of the assessment system. Results exhibited that the post-planning of assessment items can clearly enhance the average LO achievement. Further, each individual LO either unchanged or improved as compared with initial states. To verify the developed model, Power system Analysis 2 (PSA 2) module from Electrical Engineering program in Buein-Zahra Technical University (BZTE) is studied in detail. Based on the findings, the proposed model confirms one to align the module performance on right track of quality assurance requirements.
{"title":"Optimal Post-Planning Strategies in Outcome-Based Engineering Education","authors":"H. Zeynal, Z. Zakaria, S. Mansoorzadeh","doi":"10.1109/ICEED47294.2019.8994914","DOIUrl":"https://doi.org/10.1109/ICEED47294.2019.8994914","url":null,"abstract":"An optimization model to enhance module planning is proposed in this paper. In Outcome-Based Education (OBE), it is found that there is a concrete relationship between the success level of Learning Outcomes (LO) and the assessment weight allocation of the module. The proposed optimization model procures optimal adjustments for all assessments with which the maximum LO achievement can be obtained, taking into account operational constraints of the assessment system. Results exhibited that the post-planning of assessment items can clearly enhance the average LO achievement. Further, each individual LO either unchanged or improved as compared with initial states. To verify the developed model, Power system Analysis 2 (PSA 2) module from Electrical Engineering program in Buein-Zahra Technical University (BZTE) is studied in detail. Based on the findings, the proposed model confirms one to align the module performance on right track of quality assurance requirements.","PeriodicalId":250947,"journal":{"name":"2019 IEEE 11th International Conference on Engineering Education (ICEED)","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115600900","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}
Pub Date : 2019-11-01DOI: 10.1109/iceed47294.2019.8994921
Yoshiki Sato, A. Hazeyama, Shoichi Nakamura, Y. Miyadera
Although PBL (Project Based Learning), which can practically cultivate problem solving ability, has attracted attention, it is difficult for teachers unfamiliar with PBL to provide guidance and facilitation for PBL and for PBL beginners to make progress well. In this study, to develop an adaptive support system for PBL practice, PBL themes were classified, and the representative procedure for each theme and the correspondence between the possible issues and the facilitation were clarified. As a result, it was found that themes can be classified into five types and categorized by eight kinds of activities.
虽然PBL (Project Based Learning)这种能够切实培养问题解决能力的学习方式备受关注，但不熟悉PBL的教师很难对PBL进行指导和促进，也很难让PBL初学者取得很好的进步。本研究通过对PBL主题进行分类，明确了每个主题的代表性流程以及可能存在的问题与促进之间的对应关系，构建了PBL实践的适应性支持系统。结果发现，主题可以分为五种类型，并通过八种活动进行分类。
{"title":"Development of a PBL Workflow Model and Classification of PBL Themes","authors":"Yoshiki Sato, A. Hazeyama, Shoichi Nakamura, Y. Miyadera","doi":"10.1109/iceed47294.2019.8994921","DOIUrl":"https://doi.org/10.1109/iceed47294.2019.8994921","url":null,"abstract":"Although PBL (Project Based Learning), which can practically cultivate problem solving ability, has attracted attention, it is difficult for teachers unfamiliar with PBL to provide guidance and facilitation for PBL and for PBL beginners to make progress well. In this study, to develop an adaptive support system for PBL practice, PBL themes were classified, and the representative procedure for each theme and the correspondence between the possible issues and the facilitation were clarified. As a result, it was found that themes can be classified into five types and categorized by eight kinds of activities.","PeriodicalId":250947,"journal":{"name":"2019 IEEE 11th International Conference on Engineering Education (ICEED)","volume":"156 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123059705","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}
Pub Date : 2019-11-01DOI: 10.1109/ICEED47294.2019.8994940
Haswira Nor Mohamad Hashim, Adizul Ahmad, Anida Mahmood, Zeti Zuryani Mohd Zakuan, Rohazar Wati Zuallcobley, M. H. M. Khair
This paper reports the findings of a comparative study of course syllabus of the universities from four countries that teach Intellectual property (IP) law and innovation to engineering undergraduates. Several international studies report that the extent of IP law and innovation being taught at undergraduate level is currently very limited and most engineering students have low level of knowledge and awareness on the application of of IP law into innovation. Hence, the need to develop a course syllabus that integrates IP law and innovation to prepare engineering undergraduates in the creative and innovative economy. This study compared the course syllabus of universities that offer IP law and innovation course to engineering undergraduates. The scope of comparison are the course objectives, course learning outcomes, course description, syllabus content, teaching methodology and course assessment. The findings from the comparative study help to provide an insight towards the development of IP law and innovation course syllabus for engineering undergraduates of Universiti Teknologi MARA.
{"title":"Developing Intellectual Property Law and Innovation Course Syllabus for Engineering Undergraduates of Universiti Teknologi MARA","authors":"Haswira Nor Mohamad Hashim, Adizul Ahmad, Anida Mahmood, Zeti Zuryani Mohd Zakuan, Rohazar Wati Zuallcobley, M. H. M. Khair","doi":"10.1109/ICEED47294.2019.8994940","DOIUrl":"https://doi.org/10.1109/ICEED47294.2019.8994940","url":null,"abstract":"This paper reports the findings of a comparative study of course syllabus of the universities from four countries that teach Intellectual property (IP) law and innovation to engineering undergraduates. Several international studies report that the extent of IP law and innovation being taught at undergraduate level is currently very limited and most engineering students have low level of knowledge and awareness on the application of of IP law into innovation. Hence, the need to develop a course syllabus that integrates IP law and innovation to prepare engineering undergraduates in the creative and innovative economy. This study compared the course syllabus of universities that offer IP law and innovation course to engineering undergraduates. The scope of comparison are the course objectives, course learning outcomes, course description, syllabus content, teaching methodology and course assessment. The findings from the comparative study help to provide an insight towards the development of IP law and innovation course syllabus for engineering undergraduates of Universiti Teknologi MARA.","PeriodicalId":250947,"journal":{"name":"2019 IEEE 11th International Conference on Engineering Education (ICEED)","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121010242","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}
Pub Date : 2019-11-01DOI: 10.1109/ICEED47294.2019.8994917
N. Enzai, N. Ahmad, S. Mohamed, M. A. H. A. Ghani, N. Ismail
ECE354 (Microprocessor Systems) is a compulsory course offered by Faculty of Electrical Engineering, UiTM for final semester students. This course covers the topics on general purpose microprocessor, its architecture and system organization. Then single chip microcomputer is taught and all aspects of the chip will be covered, from internal architecture, programming up to interfacing. The programming language used for this course is HCS12 Assembly Language. However, this interesting course was available only for the registered on-campus students. Therefore, we take advantage of MOOC (Massive Open Online Course) which allows unlimited worldwide free of charge online participation as well as open access via the web. To realize the MOOC implementation, OpenLearning platform is used. By using this platform, the course modules based on ECE354 syllabus are prepared which include assessment and active interaction tools with students. An online survey was then given to the students who took the course since 2017 to obtain their views in experiencing MOOC usage.
{"title":"User Experience in Using MOOC of Assembly Language Programming","authors":"N. Enzai, N. Ahmad, S. Mohamed, M. A. H. A. Ghani, N. Ismail","doi":"10.1109/ICEED47294.2019.8994917","DOIUrl":"https://doi.org/10.1109/ICEED47294.2019.8994917","url":null,"abstract":"ECE354 (Microprocessor Systems) is a compulsory course offered by Faculty of Electrical Engineering, UiTM for final semester students. This course covers the topics on general purpose microprocessor, its architecture and system organization. Then single chip microcomputer is taught and all aspects of the chip will be covered, from internal architecture, programming up to interfacing. The programming language used for this course is HCS12 Assembly Language. However, this interesting course was available only for the registered on-campus students. Therefore, we take advantage of MOOC (Massive Open Online Course) which allows unlimited worldwide free of charge online participation as well as open access via the web. To realize the MOOC implementation, OpenLearning platform is used. By using this platform, the course modules based on ECE354 syllabus are prepared which include assessment and active interaction tools with students. An online survey was then given to the students who took the course since 2017 to obtain their views in experiencing MOOC usage.","PeriodicalId":250947,"journal":{"name":"2019 IEEE 11th International Conference on Engineering Education (ICEED)","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128546032","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}
Pub Date : 2019-11-01DOI: 10.1109/ICEED47294.2019.8994943
R. F. Sari, R. Harwahyu
This paper describes the experience in teaching protocol engineering to senior bachelor degree and master degree students at the University of Indonesia (UI) during the last 15 years. The development of convergence of computing and telecommunication which have been shown in the evolution of WAN, GSM, 2G, 3G, WiMAX, LTE, 4G up to 5 are triggered by worldwide competition and collaboration among researchers and engineers from all over the world. Open source software, operating systems and network simulators have been used in many ways in improving the Internet Protocol. The trend is going towards big data mining based on wireless sensor networks and crowdsourcing based information. At the University of Indonesia, we have used NS-2 and NS-3 as the de facto open source network simulator. In 2018, our work on the LoRaWAN, NB-IoT and Blockchain are based on NS-3. We have trained the next information infrastructure engineers using open source simulator. Meanwhile, cellular communications are evolving toward the fifth generation (5G). For testing the 5G network, we use The OpenAirInterface as the experimental platform to teach and to learn mobile communication networks. In delivering networking course at the UI, a comprehensive case study experience has led to a significant enhancement in teaching process, capability of students to master networking skills. The use of open source tools is more flexible, cheaper and available to be used for protocol engineering. We review the phases of installation, contributed code development, testing, and functions of 5G technology using the OpenAirInterface and NS-3. We present the result of the comparison of those tools.
{"title":"Teaching Internet Protocol Engineering with Open Source Simulators: A Long Road from WAN to 5G","authors":"R. F. Sari, R. Harwahyu","doi":"10.1109/ICEED47294.2019.8994943","DOIUrl":"https://doi.org/10.1109/ICEED47294.2019.8994943","url":null,"abstract":"This paper describes the experience in teaching protocol engineering to senior bachelor degree and master degree students at the University of Indonesia (UI) during the last 15 years. The development of convergence of computing and telecommunication which have been shown in the evolution of WAN, GSM, 2G, 3G, WiMAX, LTE, 4G up to 5 are triggered by worldwide competition and collaboration among researchers and engineers from all over the world. Open source software, operating systems and network simulators have been used in many ways in improving the Internet Protocol. The trend is going towards big data mining based on wireless sensor networks and crowdsourcing based information. At the University of Indonesia, we have used NS-2 and NS-3 as the de facto open source network simulator. In 2018, our work on the LoRaWAN, NB-IoT and Blockchain are based on NS-3. We have trained the next information infrastructure engineers using open source simulator. Meanwhile, cellular communications are evolving toward the fifth generation (5G). For testing the 5G network, we use The OpenAirInterface as the experimental platform to teach and to learn mobile communication networks. In delivering networking course at the UI, a comprehensive case study experience has led to a significant enhancement in teaching process, capability of students to master networking skills. The use of open source tools is more flexible, cheaper and available to be used for protocol engineering. We review the phases of installation, contributed code development, testing, and functions of 5G technology using the OpenAirInterface and NS-3. We present the result of the comparison of those tools.","PeriodicalId":250947,"journal":{"name":"2019 IEEE 11th International Conference on Engineering Education (ICEED)","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131967695","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}
Pub Date : 2019-11-01DOI: 10.1109/ICEED47294.2019.8994953
Markus Dumschat, R. Stetter, J. Rottmann
Globalization and digitization make it necessary to teach students of mechanical engineering early about complex, interlinked and critical thinking through innovative teaching and learning concepts. At Ravensburg-Weingarten University (RWU), Digitization in the age of Industry 4.0 means networking across borders. The Faculty of Mechanical Engineering has been pursuing a curriculum networking approach in teaching for several semesters. Didactic core element is a product lead example, which connects the courses showing cross-links to the later occupational field. The objective is to impart the required competences to the engineers of tomorrow, in a manner that is as application-oriented as possible. At the same time student satisfaction and self-directed engagement with new teaching content is strengthened by the use of new media and methods like problem-based learning. By including the institutional environment, teaching at RWU is identified as a joint task. In order to involve the students more in design processes of teaching, interviews are held regularly at RWU. Accompanying research results have shown that this approach bears fruit and offers further potential in terms of student heterogeneity and the versatility of modern mechanical engineering.
{"title":"Lead Example Interlinked Curriculum for Action-Oriented Teaching and Learning","authors":"Markus Dumschat, R. Stetter, J. Rottmann","doi":"10.1109/ICEED47294.2019.8994953","DOIUrl":"https://doi.org/10.1109/ICEED47294.2019.8994953","url":null,"abstract":"Globalization and digitization make it necessary to teach students of mechanical engineering early about complex, interlinked and critical thinking through innovative teaching and learning concepts. At Ravensburg-Weingarten University (RWU), Digitization in the age of Industry 4.0 means networking across borders. The Faculty of Mechanical Engineering has been pursuing a curriculum networking approach in teaching for several semesters. Didactic core element is a product lead example, which connects the courses showing cross-links to the later occupational field. The objective is to impart the required competences to the engineers of tomorrow, in a manner that is as application-oriented as possible. At the same time student satisfaction and self-directed engagement with new teaching content is strengthened by the use of new media and methods like problem-based learning. By including the institutional environment, teaching at RWU is identified as a joint task. In order to involve the students more in design processes of teaching, interviews are held regularly at RWU. Accompanying research results have shown that this approach bears fruit and offers further potential in terms of student heterogeneity and the versatility of modern mechanical engineering.","PeriodicalId":250947,"journal":{"name":"2019 IEEE 11th International Conference on Engineering Education (ICEED)","volume":"374 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133717375","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}
Pub Date : 2019-11-01DOI: 10.1109/ICEED47294.2019.8994923
R. Swain-Oropeza, J. A. Renteria-Salcedo
We are undertaking probably the most innovative and transformational education initiative in the history of our institution. Tecnologico de Monterrey is expanding Tec21 Educational Model to every single discipline and academic program. This model is our response to the quest of how education should be brought to the 21st century. This article explains our model and how we gradually deploy it in order to start a new generation in fall 2019; we describe the main components of Tec21 through 4 pillars: Challenge-based Learning; flexibility in how, when and where students learn; inspirational faculty; and an engaging university experience. Since 2013, when we declared our intention to make a structural change in our educational model, this was an incremental experience. Results of implementation revealed that Tec21 Model helped students to develop their academic learning outcomes through Challenge-based Learning experience. For many years, universities have tried to bring the world into the classroom, it is clear that the time has arrived to do the opposite and take the classroom out to the world with Tec21 Model.
{"title":"Tec21 Can Be an Educational Model for a VUCA World","authors":"R. Swain-Oropeza, J. A. Renteria-Salcedo","doi":"10.1109/ICEED47294.2019.8994923","DOIUrl":"https://doi.org/10.1109/ICEED47294.2019.8994923","url":null,"abstract":"We are undertaking probably the most innovative and transformational education initiative in the history of our institution. Tecnologico de Monterrey is expanding Tec21 Educational Model to every single discipline and academic program. This model is our response to the quest of how education should be brought to the 21st century. This article explains our model and how we gradually deploy it in order to start a new generation in fall 2019; we describe the main components of Tec21 through 4 pillars: Challenge-based Learning; flexibility in how, when and where students learn; inspirational faculty; and an engaging university experience. Since 2013, when we declared our intention to make a structural change in our educational model, this was an incremental experience. Results of implementation revealed that Tec21 Model helped students to develop their academic learning outcomes through Challenge-based Learning experience. For many years, universities have tried to bring the world into the classroom, it is clear that the time has arrived to do the opposite and take the classroom out to the world with Tec21 Model.","PeriodicalId":250947,"journal":{"name":"2019 IEEE 11th International Conference on Engineering Education (ICEED)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130134055","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}
Pub Date : 2019-11-01DOI: 10.1109/ICEED47294.2019.8994913
Xudong Pan, X. Cui, Hong Huo, Yu Jiang, Hang Zhao, Dan Li
In recent years, due to the popularization of VR technology and intelligent manufacturing, virtual assembly has attracted wide attention from academia and industry. In this paper, virtual assembly is applied to teaching. Aiming at the long time-consuming assembly of robotic parts and the difficulty in realizing systematization and automation in the operation process, a training system of robotic component assembly based on virtual reality technology and immersion experience equipment is designed and successfully exported to the actual equipment. The aim is to realize the systematization and automation of assembly training process, to enable students to understand the assembly method of robot components more quickly, and to mobilize students' enthusiasm for practice and innovation.
{"title":"Virtual Assembly of Educational Robot Parts Based on VR Technology","authors":"Xudong Pan, X. Cui, Hong Huo, Yu Jiang, Hang Zhao, Dan Li","doi":"10.1109/ICEED47294.2019.8994913","DOIUrl":"https://doi.org/10.1109/ICEED47294.2019.8994913","url":null,"abstract":"In recent years, due to the popularization of VR technology and intelligent manufacturing, virtual assembly has attracted wide attention from academia and industry. In this paper, virtual assembly is applied to teaching. Aiming at the long time-consuming assembly of robotic parts and the difficulty in realizing systematization and automation in the operation process, a training system of robotic component assembly based on virtual reality technology and immersion experience equipment is designed and successfully exported to the actual equipment. The aim is to realize the systematization and automation of assembly training process, to enable students to understand the assembly method of robot components more quickly, and to mobilize students' enthusiasm for practice and innovation.","PeriodicalId":250947,"journal":{"name":"2019 IEEE 11th International Conference on Engineering Education (ICEED)","volume":"72 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116292446","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}
Pub Date : 2019-11-01DOI: 10.1109/ICEED47294.2019.8994910
Noorazah Sadli, M. Mohamad, M. Mohamad, A. Ahmad
Entrepreneurship education is an element applicable to all diploma students in vocational colleges and it is aligned with the goals of these vocational colleges to produce competitive and competent entrepreneurs. Therefore, this study attempts to identify the characteristics of entrepreneurship for the purpose of teaching and learning in vocational colleges. There are three objectives of this research paper: first, to single out the most common teaching and learning method used by teachers in teaching the Entrepreneurship Module in vocational colleges; second, to identify the most prominent entrepreneurship characteristics imparted by teachers while teaching the Entrepreneurship Module in vocational colleges; and third, to compare the differences in teaching and learning methods used by teachers in teaching the Entrepreneurship Module in vocational colleges based on the field of study. The research design of this study is quantitative and the survey method using questionnaire is used. A total of 38 teachers teaching entrepreneurship modules at five vocational colleges were selected to answer the questionnaire. The findings show that the most common teaching and learning method used in the teaching and learning of Entrepreneurship Modules is the interactive approach, while the most prominent characteristic of entrepreneurship is motivation. This study also found that there are no significant differences between the teaching and learning methods adopted by the teachers for the Entrepreneurship Modules. In conclusion, the diversity of teaching and learning methods of imparting entrepreneurial skills enriches the students' learning experience and enhances the teachers' effectiveness of lesson delivery, which in turn produces competitive entrepreneurs.
{"title":"Teaching Entrepreneurship: Impartation of Entrepreneurial Characteristics in Teaching Strategies","authors":"Noorazah Sadli, M. Mohamad, M. Mohamad, A. Ahmad","doi":"10.1109/ICEED47294.2019.8994910","DOIUrl":"https://doi.org/10.1109/ICEED47294.2019.8994910","url":null,"abstract":"Entrepreneurship education is an element applicable to all diploma students in vocational colleges and it is aligned with the goals of these vocational colleges to produce competitive and competent entrepreneurs. Therefore, this study attempts to identify the characteristics of entrepreneurship for the purpose of teaching and learning in vocational colleges. There are three objectives of this research paper: first, to single out the most common teaching and learning method used by teachers in teaching the Entrepreneurship Module in vocational colleges; second, to identify the most prominent entrepreneurship characteristics imparted by teachers while teaching the Entrepreneurship Module in vocational colleges; and third, to compare the differences in teaching and learning methods used by teachers in teaching the Entrepreneurship Module in vocational colleges based on the field of study. The research design of this study is quantitative and the survey method using questionnaire is used. A total of 38 teachers teaching entrepreneurship modules at five vocational colleges were selected to answer the questionnaire. The findings show that the most common teaching and learning method used in the teaching and learning of Entrepreneurship Modules is the interactive approach, while the most prominent characteristic of entrepreneurship is motivation. This study also found that there are no significant differences between the teaching and learning methods adopted by the teachers for the Entrepreneurship Modules. In conclusion, the diversity of teaching and learning methods of imparting entrepreneurial skills enriches the students' learning experience and enhances the teachers' effectiveness of lesson delivery, which in turn produces competitive entrepreneurs.","PeriodicalId":250947,"journal":{"name":"2019 IEEE 11th International Conference on Engineering Education (ICEED)","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126873822","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}
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