Abstract— As the pace of technology development and its applications for industry increases, the knowledge gap between academic curriculum and industry-readiness of technical school graduates also increases. Since a professor can only focus on a limited number of topics in a classroom environment, peer learning can significantly increase the knowledge covered. We have identified several shortcomings in the traditional paradigm of teaching methodology and propose in this paper a cyclical autonomous learning-based methodology that aims to overcome these shortcomings. Autonomous learning in the context of our research refers to a situation where learners take charge of their learning and are responsible for all the decision-making for the progression of the skill they want to acquire. The proposed methodology is a feedback-based student-industry led model that reviews and rectifies itself based on the present needs and requirements. This study explores this methodology which identifies the vital points required to develop student-based technical clubs and leveraging industry-based student initiatives to boost autonomous learning, which will help its members prepare for their careers and gain industryrelevant knowledge.Upon implementing the same vital points, we found a statistically significant increase of 800% in the gained industry-relevant knowledge of the club members, characterized by the dramatic increase in scholarships given by industry leaders, achieved by the club members. The study also found that the proposed methodology is also more effective and cogent than the traditional methods in engaging the students, which was clearly evinced by an 88.89% increase in average attendance. We also found a marked increase in overall ratings, from 8.6 to 9.2, using the proposed methodology. The study thus offers promising results in decreasing the knowledge gap, based on which institutions may be exhorted to adopt the proposed methodology for preparing industry-ready graduates. Keywords - Peer Learning, Autonomous Learning, Flipped Classroom, Holistic Education
{"title":"Strategies for Engineering Pedagogy to Improve Peer-based & Autonomous-learning through Technical Student Clubs","authors":"Kaustubh Shete, Shivam Raisharma, Dr. Anand Khandare, Gopal Kharwat, Dr.Megharani Patil","doi":"10.16920/jeet/2022/v35is3/22136","DOIUrl":"https://doi.org/10.16920/jeet/2022/v35is3/22136","url":null,"abstract":"Abstract— As the pace of technology development and its applications for industry increases, the knowledge gap between academic curriculum and industry-readiness of technical school graduates also increases. Since a professor can only focus on a limited number of topics in a classroom environment, peer learning can significantly increase the knowledge covered. We have identified several shortcomings in the traditional paradigm of teaching methodology and propose in this paper a cyclical autonomous learning-based methodology that aims to overcome these shortcomings. Autonomous learning in the context of our research refers to a situation where learners take charge of their learning and are responsible for all the decision-making for the progression of the skill they want to acquire. The proposed methodology is a feedback-based student-industry led model that reviews and rectifies itself based on the present needs and requirements. This study explores this methodology which identifies the vital points required to develop student-based technical clubs and leveraging industry-based student initiatives to boost autonomous learning, which will help its members prepare for their careers and gain industryrelevant knowledge.Upon implementing the same vital points, we found a statistically significant increase of 800% in the gained industry-relevant knowledge of the club members, characterized by the dramatic increase in scholarships given by industry leaders, achieved by the club members. The study also found that the proposed methodology is also more effective and cogent than the traditional methods in engaging the students, which was clearly evinced by an 88.89% increase in average attendance. We also found a marked increase in overall ratings, from 8.6 to 9.2, using the proposed methodology. The study thus offers promising results in decreasing the knowledge gap, based on which institutions may be exhorted to adopt the proposed methodology for preparing industry-ready graduates. Keywords - Peer Learning, Autonomous Learning, Flipped Classroom, Holistic Education","PeriodicalId":52197,"journal":{"name":"Journal of Engineering Education Transformations","volume":"449 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86857779","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 : 2023-04-01DOI: 10.16920/jeet/2023/v37i1/23142
S. S. Razali, Afferò Ismail, Muhammad Fazrulhelmi Ahmad, Wan Azrul Shafuan Wan Hassan, Shuhaizal Hashim, Nur sa'adah md salleh
Abstract : This research investigates the validity of art-based multimedia components in teaching and learning (T&L) in Technical and Vocational Education Training (TVET) in 21st-century education. Therefore, this research identifies issues that must be resolved, particularly regarding T&L learning in the 21st century. The researcher discovered no learning standards based on the multimedia elements based on art context in this study. Consequently, educators need to be more innovative in implementing T&L for students. This study was conducted at Universiti Tun Hussein Onn Malaysia (UTHM) and the University of Technology MARA (UiTM). For data analysis in this research, the Fuzzy Delphi Technique was used. This research included (5) experts in the interview study and (9) experts with at least ten years of expertise in instrument validation using the Fuzzy Delphi methThe the Fuzzy Delphi appr determined each, the average value of Threshold 'd' and a consensus percentage of at least 75% in expert group validated. The approval of specialists is required in four areas: execution, idea, presentation, and environment. Developing multimedia aspects based on the context of art in T&L for TVET must be broadened to produce T&L guidelines for future educators, particularly in 21st-century education. Keywords : Multimedia Element, Art context, Teaching and learning, Technical and vocational education, and training, 21st-century education
{"title":"Validation of Multimedia Elements Based on Art Context Toward Technical and Vocational Education in the 21st-Century","authors":"S. S. Razali, Afferò Ismail, Muhammad Fazrulhelmi Ahmad, Wan Azrul Shafuan Wan Hassan, Shuhaizal Hashim, Nur sa'adah md salleh","doi":"10.16920/jeet/2023/v37i1/23142","DOIUrl":"https://doi.org/10.16920/jeet/2023/v37i1/23142","url":null,"abstract":"Abstract : This research investigates the validity of art-based multimedia components in teaching and learning (T&L) in Technical and Vocational Education Training (TVET) in 21st-century education. Therefore, this research identifies issues that must be resolved, particularly regarding T&L learning in the 21st century. The researcher discovered no learning standards based on the multimedia elements based on art context in this study. Consequently, educators need to be more innovative in implementing T&L for students. This study was conducted at Universiti Tun Hussein Onn Malaysia (UTHM) and the University of Technology MARA (UiTM). For data analysis in this research, the Fuzzy Delphi Technique was used. This research included (5) experts in the interview study and (9) experts with at least ten years of expertise in instrument validation using the Fuzzy Delphi methThe the Fuzzy Delphi appr determined each, the average value of Threshold 'd' and a consensus percentage of at least 75% in expert group validated. The approval of specialists is required in four areas: execution, idea, presentation, and environment. Developing multimedia aspects based on the context of art in T&L for TVET must be broadened to produce T&L guidelines for future educators, particularly in 21st-century education. Keywords : Multimedia Element, Art context, Teaching and learning, Technical and vocational education, and training, 21st-century education","PeriodicalId":52197,"journal":{"name":"Journal of Engineering Education Transformations","volume":"25 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79067483","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 : 2023-04-01DOI: 10.16920/jeet/2023/v36i4/23122
Bach Phuong Ho Thi, Chinh Truong Van, H. Nguyen, Trieu Khoa Nguyen
Abstract: The purpose of this study is to assess the applicability and effectiveness of the content and language integrated learning (CLIL) method applied for the mold engineering subject at the Industrial University of Ho Chi Minh City (IUH). Given that traditional engineering programs place emphasis on developing the technical knowledge of students while overlooking the critical roles of English skills, engineering graduates tend to lack the wide scope of spoken and written communication skills in English that are necessary for working in a professional environment. In light of the limited length of the curriculum, integrating content and language is likely to be a real solution to the problem. Nonetheless, scant scholarly attention has been paid to the applicability of the CLIL method in engineering courses in Vietnam, notwithstanding that Vietnam has become a dynamic emerging country demanding a highly skilled engineering labor force. Following the quasi-experimental design, students have been assigned into two groups, the treatment group and the control group. A pre-test has beenconducted to assess the equivalence of the levels of English proficiency of students between groups before the intervention, the CLIL method. A post- test has then been performed with both groups to compare their levels of English proficiency after the intervention. Likewise, another post-test has also been performed with both groups to assess the effectiveness of the CLIL method in conveying the subject knowledge. A mini-survey has also been conducted to measure the satisfaction of students with the CLIL method. Implications for academicians and practitioners are provided. Keywords: CLIL, English teaching, Technical English, Mold engineering, Second language (L2), Quasi-experimental design
{"title":"Content and Language Integrated Learning: An Initial Case Study for Mold Engineering Courses at the Industrial University of Ho Chi Minh City, Vietnam","authors":"Bach Phuong Ho Thi, Chinh Truong Van, H. Nguyen, Trieu Khoa Nguyen","doi":"10.16920/jeet/2023/v36i4/23122","DOIUrl":"https://doi.org/10.16920/jeet/2023/v36i4/23122","url":null,"abstract":"Abstract: The purpose of this study is to assess the applicability and effectiveness of the content and language integrated learning (CLIL) method applied for the mold engineering subject at the Industrial University of Ho Chi Minh City (IUH). Given that traditional engineering programs place emphasis on developing the technical knowledge of students while overlooking the critical roles of English skills, engineering graduates tend to lack the wide scope of spoken and written communication skills in English that are necessary for working in a professional environment. In light of the limited length of the curriculum, integrating content and language is likely to be a real solution to the problem. Nonetheless, scant scholarly attention has been paid to the applicability of the CLIL method in engineering courses in Vietnam, notwithstanding that Vietnam has become a dynamic emerging country demanding a highly skilled engineering labor force. Following the quasi-experimental design, students have been assigned into two groups, the treatment group and the control group. A pre-test has beenconducted to assess the equivalence of the levels of English proficiency of students between groups before the intervention, the CLIL method. A post- test has then been performed with both groups to compare their levels of English proficiency after the intervention. Likewise, another post-test has also been performed with both groups to assess the effectiveness of the CLIL method in conveying the subject knowledge. A mini-survey has also been conducted to measure the satisfaction of students with the CLIL method. Implications for academicians and practitioners are provided. Keywords: CLIL, English teaching, Technical English, Mold engineering, Second language (L2), Quasi-experimental design","PeriodicalId":52197,"journal":{"name":"Journal of Engineering Education Transformations","volume":"32 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81320240","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 : 2023-04-01DOI: 10.16920/jeet/2023/v36i4/23119
U. Kulkarni, Ashwini Desai, Aditya Ingale
Abstract:“Technology will not replace great teachers but technology in hands of great teachers can be a transformational”. Going by the tagline, it is true nothing can replace great teachers but the teaching learning practices can be enhanced to transfer the knowledge in a more effective way. The pandemic years demanded sudden change in the teaching concepts, teachers did adapt to it but with limited resources and time. We are all now aware and know that to change is to evolve. We must enhance the teaching learning methodologies in a structured way. In this paper we are proposing a five point strategy to augment the Teaching Learning (TL) process. The points are selected based on the inputs given by participants through a pre implementation survey conducted by us. The points were later used to teach t w o s u b j e c t s b o t h f r o m E l e c t r o n i c s a n d Communication and Electrical and Electronics disciplines. The improvement in the learning curve was motivating. Keywords: Cooperative learning (CL); Competency based learning (CBL); Flipped Class (FC); Teaching Learning (TL); Thinking based learning(TB)
{"title":"Five Point Strategy to Augment Teaching-Learning Process","authors":"U. Kulkarni, Ashwini Desai, Aditya Ingale","doi":"10.16920/jeet/2023/v36i4/23119","DOIUrl":"https://doi.org/10.16920/jeet/2023/v36i4/23119","url":null,"abstract":"Abstract:“Technology will not replace great teachers but technology in hands of great teachers can be a transformational”. Going by the tagline, it is true nothing can replace great teachers but the teaching learning practices can be enhanced to transfer the knowledge in a more effective way. The pandemic years demanded sudden change in the teaching concepts, teachers did adapt to it but with limited resources and time. We are all now aware and know that to change is to evolve. We must enhance the teaching learning methodologies in a structured way. In this paper we are proposing a five point strategy to augment the Teaching Learning (TL) process. The points are selected based on the inputs given by participants through a pre implementation survey conducted by us. The points were later used to teach t w o s u b j e c t s b o t h f r o m E l e c t r o n i c s a n d Communication and Electrical and Electronics disciplines. The improvement in the learning curve was motivating. Keywords: Cooperative learning (CL); Competency based learning (CBL); Flipped Class (FC); Teaching Learning (TL); Thinking based learning(TB)","PeriodicalId":52197,"journal":{"name":"Journal of Engineering Education Transformations","volume":"288 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86746073","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 : 2023-04-01DOI: 10.16920/jeet/2023/v37i1/23131
Carlos Alberto Schettini Pinto, Augusto da Cunha Reis
Abstract : The present study aims to present, from the main characteristics of Education 4.0, its possibilities and applicability in industry 4.0. As a subsidy, an exploratory study was carried out through bibliographic research in the main research bases in order to obtain updated knowledge on the theme of Education 4.0 and Industry 4.0. The results denote the importance of the applicability of the main ideas of this form of education in the current and future moment, mainly because the current and future generations are very involved in the concepts of connectivity and hybrid learning. The limitations of this research reside in the fact that, as it is a new situation, which had to be adopted almost instantly, it needs to have a greater maturity and there is a need for further research and studies, mainly in the search for the best application of technologies in the educational field. The practical implications highlight that the use of technologies in education is a reality in which teachers and students should increasingly perceive themselves as immersed and open to new educational possibilities. The originality of the study lies in the fact that education aimed at the application of new technologies still has a wide field of research andmany areas still do not have the necessary depth regarding education 4.0. Keywords: Education 4.0; Industry 4.0; New educational technologies
{"title":"Characteristics of Education 4.0 and its Application in Industry 4.0.","authors":"Carlos Alberto Schettini Pinto, Augusto da Cunha Reis","doi":"10.16920/jeet/2023/v37i1/23131","DOIUrl":"https://doi.org/10.16920/jeet/2023/v37i1/23131","url":null,"abstract":"Abstract : The present study aims to present, from the main characteristics of Education 4.0, its possibilities and applicability in industry 4.0. As a subsidy, an exploratory study was carried out through bibliographic research in the main research bases in order to obtain updated knowledge on the theme of Education 4.0 and Industry 4.0. The results denote the importance of the applicability of the main ideas of this form of education in the current and future moment, mainly because the current and future generations are very involved in the concepts of connectivity and hybrid learning. The limitations of this research reside in the fact that, as it is a new situation, which had to be adopted almost instantly, it needs to have a greater maturity and there is a need for further research and studies, mainly in the search for the best application of technologies in the educational field. The practical implications highlight that the use of technologies in education is a reality in which teachers and students should increasingly perceive themselves as immersed and open to new educational possibilities. The originality of the study lies in the fact that education aimed at the application of new technologies still has a wide field of research andmany areas still do not have the necessary depth regarding education 4.0. Keywords: Education 4.0; Industry 4.0; New educational technologies","PeriodicalId":52197,"journal":{"name":"Journal of Engineering Education Transformations","volume":"9 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74581885","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 : 2023-04-01DOI: 10.16920/jeet/2023/v37i1/23140
Mahmoud Attieh, Mohammed Awad
Abstract: Artificial intelligence techniques can be applied in forecasting the academic performance of university students, with aim of detecting the factors that influence their learning process which allows instructors and university administration to take more effective actions to increase the university student's performance. Identifying the students' performance will improve the quality of education which will be through analyzing and forecasting the students' performance at the course level and degree level. This research focuses on first-year students' performance in two university-requirement courses, depending on features such as attendance, assessment marks, exams, assignments, and projects. Forecasting the students' performance in the whole degree will depend on these features; high school average, Grade Point Average (GPA) for each semester, drop courses, selected core courses in the degree, period of study, and final GPA. A hybrid Adaptive Neuro-Fuzzy Inference System (ANFIS) model was used toperform the forecasting process. In this way, based on the datasets collected from the selected courses, or the whole degree, the future results can be forecasted and suggestions can be made to carry out corrective steps to improve the final results. The experiments result of the applied models performed that ANFIS-Grid outperforms the ANFIS-Cluster, wherein each model produces the lowest error of 0.7%, where it just fails in one sample from thirteen samples, while the ANFISCluster after modification produces an error equal to 0.15%. Keywords:University Student Performance, Forecasting, Fuzzy logic, Neural Network, Adaptive Neuro-Fuzzy Inference System.
{"title":"Forecasting of University Students' Performance Using A Hybrid Model of Neural Networks and Fuzzy Logic","authors":"Mahmoud Attieh, Mohammed Awad","doi":"10.16920/jeet/2023/v37i1/23140","DOIUrl":"https://doi.org/10.16920/jeet/2023/v37i1/23140","url":null,"abstract":"Abstract: Artificial intelligence techniques can be applied in forecasting the academic performance of university students, with aim of detecting the factors that influence their learning process which allows instructors and university administration to take more effective actions to increase the university student's performance. Identifying the students' performance will improve the quality of education which will be through analyzing and forecasting the students' performance at the course level and degree level. This research focuses on first-year students' performance in two university-requirement courses, depending on features such as attendance, assessment marks, exams, assignments, and projects. Forecasting the students' performance in the whole degree will depend on these features; high school average, Grade Point Average (GPA) for each semester, drop courses, selected core courses in the degree, period of study, and final GPA. A hybrid Adaptive Neuro-Fuzzy Inference System (ANFIS) model was used toperform the forecasting process. In this way, based on the datasets collected from the selected courses, or the whole degree, the future results can be forecasted and suggestions can be made to carry out corrective steps to improve the final results. The experiments result of the applied models performed that ANFIS-Grid outperforms the ANFIS-Cluster, wherein each model produces the lowest error of 0.7%, where it just fails in one sample from thirteen samples, while the ANFISCluster after modification produces an error equal to 0.15%. Keywords:University Student Performance, Forecasting, Fuzzy logic, Neural Network, Adaptive Neuro-Fuzzy Inference System.","PeriodicalId":52197,"journal":{"name":"Journal of Engineering Education Transformations","volume":"29 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83394428","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 : 2023-04-01DOI: 10.16920/jeet/2023/v36i4/23121
Namratha M, S. S., K. Sainath
Abstract: Outcome-based education is being practiced across the globe to enhance the employability of the undergraduates by instilling certain domain-specific skills. Evaluation is key in measuring the leaning outcomes of students. Tools such as regular quizzes, assignments, and alternative assessment are in place for continuous evaluation. Alternative assessment tools (AAT) can be modulated to suit the course being taught, and if used properly, it can enhance the attainment of program outcomes (PO). To enhance the coding skills of the students with respect to security algorithms and their real-time applications, for the course “Cryptography and Network Security”, in the computer science and engineering branch, AAT was introduced in the assessment process. Students were given a task to develop an algorithm using CryptTool and demonstrate the various attacks on the selected encryption/decryption algorithm. By using AAT, engagement of students was improved due to fortnightly reviews from the teacher, peer reviews, and exchange of ideas to go in the right direction in the work plan. The results show improvement in the attainment of program outcomes PO4 and PO5, which were not mapped when AAT was not yet implemented. In addition, the use of CrypTool as part of AAT helped the students in selecting suitable security projects in their higher semester courses. Keywords: Alternate Assessment Tool; Bloom's Taxonomy; CO Attainment; CryptTool; Outcomebased Education; PO Attainment
{"title":"Enhancement of Program Outcomes for Cryptography and Network Security course using Alternate Assessment Tool: An approach towards outcome-based education","authors":"Namratha M, S. S., K. Sainath","doi":"10.16920/jeet/2023/v36i4/23121","DOIUrl":"https://doi.org/10.16920/jeet/2023/v36i4/23121","url":null,"abstract":"Abstract: Outcome-based education is being practiced across the globe to enhance the employability of the undergraduates by instilling certain domain-specific skills. Evaluation is key in measuring the leaning outcomes of students. Tools such as regular quizzes, assignments, and alternative assessment are in place for continuous evaluation. Alternative assessment tools (AAT) can be modulated to suit the course being taught, and if used properly, it can enhance the attainment of program outcomes (PO). To enhance the coding skills of the students with respect to security algorithms and their real-time applications, for the course “Cryptography and Network Security”, in the computer science and engineering branch, AAT was introduced in the assessment process. Students were given a task to develop an algorithm using CryptTool and demonstrate the various attacks on the selected encryption/decryption algorithm. By using AAT, engagement of students was improved due to fortnightly reviews from the teacher, peer reviews, and exchange of ideas to go in the right direction in the work plan. The results show improvement in the attainment of program outcomes PO4 and PO5, which were not mapped when AAT was not yet implemented. In addition, the use of CrypTool as part of AAT helped the students in selecting suitable security projects in their higher semester courses. Keywords: Alternate Assessment Tool; Bloom's Taxonomy; CO Attainment; CryptTool; Outcomebased Education; PO Attainment","PeriodicalId":52197,"journal":{"name":"Journal of Engineering Education Transformations","volume":"10 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90161005","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 : 2023-04-01DOI: 10.16920/jeet/2023/v37i1/23132
Dipali M. Kadam, Swati N. Pusawale
Abstract : 21st century students are expecting an educational system that works for and with them. The teaching-learning process is shifted from teachercentered to student-centered through innovative teaching-learning techniques. With the advancement of technology and globalization, communication skills in English language, as a life-long learning skill is an essential component in engineering education as an employability skill. Communication is one of 11 key outcomes designed by Accreditation Board for Engineering and Technology (ABET). Listening, speaking, reading, and writing (LSRW) are considered as four basic language skills, contributed major role in developing communication skills in English language. Though all skills are equally important, writing is the stepping stone in verbal communication yet difficult to acquire without knowledge or mastery on the remaining three skills. Currently teaching-learning process is shifted from chalk and talk to the implementation of various approaches based on cooperative and collaborative learning and integration of Information and Communication Technology in English Proficiency class. Some effective approaches are computer assisted language learning, mobile assisted language learning, technology enabled language learning, project based, problem based & puzzle-based language learning, flipped classroom based language learning, and task based language learning. The present paper aims to study the effective implementation of Task based approach in English language classroom to develop writing skills of F. Y. B. Tech students with other 21st century life skills by implementing various tasks-based activities as per need analysis of learners in order to ensure their active participation. Total 50 students were enrolled as an experimental group. The impact of selected approach was evaluated using quantitative and qualitative methodologies. The quantitative assessment was based on rating method whereas the qualitative was based on rubrics. The findings revealed that there is significant improvement not only in the writing skills of experimental group students but also listening, speaking, and reading skills, leading to effective communication skills in English Language. Keywords : Communication skills; Task based approach; Writing skills
{"title":"Task Based Approach: An Approach to Develop Writing Skills in English of Engineering Students Leads to Effective Communication Skills","authors":"Dipali M. Kadam, Swati N. Pusawale","doi":"10.16920/jeet/2023/v37i1/23132","DOIUrl":"https://doi.org/10.16920/jeet/2023/v37i1/23132","url":null,"abstract":"Abstract : 21st century students are expecting an educational system that works for and with them. The teaching-learning process is shifted from teachercentered to student-centered through innovative teaching-learning techniques. With the advancement of technology and globalization, communication skills in English language, as a life-long learning skill is an essential component in engineering education as an employability skill. Communication is one of 11 key outcomes designed by Accreditation Board for Engineering and Technology (ABET). Listening, speaking, reading, and writing (LSRW) are considered as four basic language skills, contributed major role in developing communication skills in English language. Though all skills are equally important, writing is the stepping stone in verbal communication yet difficult to acquire without knowledge or mastery on the remaining three skills. Currently teaching-learning process is shifted from chalk and talk to the implementation of various approaches based on cooperative and collaborative learning and integration of Information and Communication Technology in English Proficiency class. Some effective approaches are computer assisted language learning, mobile assisted language learning, technology enabled language learning, project based, problem based & puzzle-based language learning, flipped classroom based language learning, and task based language learning. The present paper aims to study the effective implementation of Task based approach in English language classroom to develop writing skills of F. Y. B. Tech students with other 21st century life skills by implementing various tasks-based activities as per need analysis of learners in order to ensure their active participation. Total 50 students were enrolled as an experimental group. The impact of selected approach was evaluated using quantitative and qualitative methodologies. The quantitative assessment was based on rating method whereas the qualitative was based on rubrics. The findings revealed that there is significant improvement not only in the writing skills of experimental group students but also listening, speaking, and reading skills, leading to effective communication skills in English Language. Keywords : Communication skills; Task based approach; Writing skills","PeriodicalId":52197,"journal":{"name":"Journal of Engineering Education Transformations","volume":"60 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85534485","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 : 2023-04-01DOI: 10.16920/jeet/2023/v37i1/23135
Ashish Karn, A. Vyas, Anubha Upadhyay, Ayush Dwivedi
Abstract : In various fields like automobiles, construction, etc., the structural analysis of each component or sub-system must be done to ensure its safe operation. The structural analysis of these components entails the determination of parameters like shear force, bending moment at different locations. Usually, such computations are cumbersome, and hence a simplified approach is adopted, that involves drawing shear force diagram (SFD) and bending moment diagram (BMD) for the components. These diagrams can be effectively utilized to determine the dimensions of the components, select the appropriate material for the structure etc. Also, by utilizing the values of maximum shear force and bending moments, the maximum deflection in a beam or other structure can be ascertained. However, the process of drawing these diagrams is cumbrous and involves a lot of meticulous effort and time, which sometime poses a challenge in the effective teaching and learning of these concepts.The current paper reports the development of computational tools using the excel VBA platform and its implementation in the pedagogy of an undergraduate solid mechanics classroom. The developed tools can be easily employed to instantaneously draw the SFD and BMD diagrams for the beam under a variety of loading conditions, facilitating the inference-based learning of cantilevers and beams. Two distinct tools were developed, one for drawing the SFD and BMD of both cantilever and simply supported beams, and another one to determine the deflection and slope in the same two beams. The tools reported in the current manuscript can be effectively utilized for teaching by the demonstration of parametric variations under various loading conditions, for improved comprehension of the concepts and self-learning as well as in real world engineering to get preliminary design guidelines. Upon the development of these computational tools, these have been introduced to undergraduate mechanical engineering class of a sizable population and student responses regarding the efficacy of such tools in aiding the learning process has been recorded through an anonymous feedback. The subsequent hypothesis testing and obtained p-values strongly justify the extreme usefulness of the tools, both as a teaching and learning strategy. Keywords : SFD, BMD, cantilever beam, simply supported beam, computational tool, Excel VBA
{"title":"Elegant Computational Frameworks For the Analysis of Cantilevers and Beams","authors":"Ashish Karn, A. Vyas, Anubha Upadhyay, Ayush Dwivedi","doi":"10.16920/jeet/2023/v37i1/23135","DOIUrl":"https://doi.org/10.16920/jeet/2023/v37i1/23135","url":null,"abstract":"Abstract : In various fields like automobiles, construction, etc., the structural analysis of each component or sub-system must be done to ensure its safe operation. The structural analysis of these components entails the determination of parameters like shear force, bending moment at different locations. Usually, such computations are cumbersome, and hence a simplified approach is adopted, that involves drawing shear force diagram (SFD) and bending moment diagram (BMD) for the components. These diagrams can be effectively utilized to determine the dimensions of the components, select the appropriate material for the structure etc. Also, by utilizing the values of maximum shear force and bending moments, the maximum deflection in a beam or other structure can be ascertained. However, the process of drawing these diagrams is cumbrous and involves a lot of meticulous effort and time, which sometime poses a challenge in the effective teaching and learning of these concepts.The current paper reports the development of computational tools using the excel VBA platform and its implementation in the pedagogy of an undergraduate solid mechanics classroom. The developed tools can be easily employed to instantaneously draw the SFD and BMD diagrams for the beam under a variety of loading conditions, facilitating the inference-based learning of cantilevers and beams. Two distinct tools were developed, one for drawing the SFD and BMD of both cantilever and simply supported beams, and another one to determine the deflection and slope in the same two beams. The tools reported in the current manuscript can be effectively utilized for teaching by the demonstration of parametric variations under various loading conditions, for improved comprehension of the concepts and self-learning as well as in real world engineering to get preliminary design guidelines. Upon the development of these computational tools, these have been introduced to undergraduate mechanical engineering class of a sizable population and student responses regarding the efficacy of such tools in aiding the learning process has been recorded through an anonymous feedback. The subsequent hypothesis testing and obtained p-values strongly justify the extreme usefulness of the tools, both as a teaching and learning strategy. Keywords : SFD, BMD, cantilever beam, simply supported beam, computational tool, Excel VBA","PeriodicalId":52197,"journal":{"name":"Journal of Engineering Education Transformations","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81557138","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 : 2023-04-01DOI: 10.16920/jeet/2023/v37i1/23139
Shanmugampillai Jeyarajaguru Kabilan
Abstract :The change in the education system to meet the needs of the students of every generation is inevitable. The education system is transforming towards technology catering to the requirements of Generation Y and Generation Alpha. The online teaching practice has many issues and concerns among students, like lack of interaction, inactiveness, incuriosity, and ineffectiveness. The innovation in technology by incorporating Virtual and Augmented Reality (VAR), Artificial Intelligence (AI), holograms, virtual laboratories, blockchain technology, and the Internet of Things (IoT) can make it more effective. The metaverse is a web of threedimensional virtual environments centered on socializing, which utilizes the above-said technologies. Metaverse delivers an immersive learning experience for the students and increases class involvement, making learning more exciting and active. Its expansion has been aided by superior information technology enterprises such as Meta Platforms, Epic Games and Microsoft. Metaverse has also raised concerns like privacy, security, societal and psychological issues among users. Furtherresearch into the application of metaverse application in education can shed more light on it as we need to prepare the educators and learners of the near future. Keywords : Metaverse, Generation Alpha, Virtual Augmented Reality, Online education, Roblox.
{"title":"Teaching and Learning in the Metaverse World: The Future of New-Gen Education","authors":"Shanmugampillai Jeyarajaguru Kabilan","doi":"10.16920/jeet/2023/v37i1/23139","DOIUrl":"https://doi.org/10.16920/jeet/2023/v37i1/23139","url":null,"abstract":"Abstract :The change in the education system to meet the needs of the students of every generation is inevitable. The education system is transforming towards technology catering to the requirements of Generation Y and Generation Alpha. The online teaching practice has many issues and concerns among students, like lack of interaction, inactiveness, incuriosity, and ineffectiveness. The innovation in technology by incorporating Virtual and Augmented Reality (VAR), Artificial Intelligence (AI), holograms, virtual laboratories, blockchain technology, and the Internet of Things (IoT) can make it more effective. The metaverse is a web of threedimensional virtual environments centered on socializing, which utilizes the above-said technologies. Metaverse delivers an immersive learning experience for the students and increases class involvement, making learning more exciting and active. Its expansion has been aided by superior information technology enterprises such as Meta Platforms, Epic Games and Microsoft. Metaverse has also raised concerns like privacy, security, societal and psychological issues among users. Furtherresearch into the application of metaverse application in education can shed more light on it as we need to prepare the educators and learners of the near future. Keywords : Metaverse, Generation Alpha, Virtual Augmented Reality, Online education, Roblox.","PeriodicalId":52197,"journal":{"name":"Journal of Engineering Education Transformations","volume":"258 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76210038","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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