Pub Date : 2023-11-05DOI: 10.1177/03064190231209989
Rafael Bolivar, Neyl Richard Triviño Jaimes, Edgard Aureliando Gonzalez
This research article introduces a hybrid methodology encompassing project-based learning (PjBL) and flipped classroom (FC) approaches. It is aimed to advance the comprehension of the implementation and benefits of FC and PjBL methodologies, particularly within engineering education. The hybrid methodology was implemented in a Mechanical Engineering program during the first semester of 2022. It was designed to address synchronous class restrictions caused by the pandemic, leading to online classes via the Microsoft Teams platform. The population consisted of 101 students from various semesters and courses. Implementation involved quizzes, workshops, a classroom project, and personal challenges as evaluation activities. The FC materials included explanatory videos, solved problems, readings, and slides. These materials were organised on the Moodle platform. The research employed quantitative and qualitative methodologies, formulating five hypotheses and designing a 14-indicator survey. The data were analysed using statistical methods such as Cronbach's alpha, Guttman's split-half, Kolmogorov–Smirnov, KMO analysis, Bartlett's test, principal component analysis, Kruskal–Wallis ANOVA, and Spearman's rho. Results indicated excellent reliability of the survey indicators, non-parametric data, and good adequacy of the proposed structure. Analysis indicated that the implementation of this methodology leads to significant benefits in terms of satisfaction, emotional engagement and stimulation levels, resulting in more effective learning and preference over the traditional approach. The perception of technology, timing, and content of videos varied among different courses. Positive comments from students supported the benefits of the hybrid methodology. It was recommended to improve the selection and quality of study materials.
{"title":"Implementation and benefits of hybrid methodology: Flipped classroom and project-based learning in mechanical engineering courses","authors":"Rafael Bolivar, Neyl Richard Triviño Jaimes, Edgard Aureliando Gonzalez","doi":"10.1177/03064190231209989","DOIUrl":"https://doi.org/10.1177/03064190231209989","url":null,"abstract":"This research article introduces a hybrid methodology encompassing project-based learning (PjBL) and flipped classroom (FC) approaches. It is aimed to advance the comprehension of the implementation and benefits of FC and PjBL methodologies, particularly within engineering education. The hybrid methodology was implemented in a Mechanical Engineering program during the first semester of 2022. It was designed to address synchronous class restrictions caused by the pandemic, leading to online classes via the Microsoft Teams platform. The population consisted of 101 students from various semesters and courses. Implementation involved quizzes, workshops, a classroom project, and personal challenges as evaluation activities. The FC materials included explanatory videos, solved problems, readings, and slides. These materials were organised on the Moodle platform. The research employed quantitative and qualitative methodologies, formulating five hypotheses and designing a 14-indicator survey. The data were analysed using statistical methods such as Cronbach's alpha, Guttman's split-half, Kolmogorov–Smirnov, KMO analysis, Bartlett's test, principal component analysis, Kruskal–Wallis ANOVA, and Spearman's rho. Results indicated excellent reliability of the survey indicators, non-parametric data, and good adequacy of the proposed structure. Analysis indicated that the implementation of this methodology leads to significant benefits in terms of satisfaction, emotional engagement and stimulation levels, resulting in more effective learning and preference over the traditional approach. The perception of technology, timing, and content of videos varied among different courses. Positive comments from students supported the benefits of the hybrid methodology. It was recommended to improve the selection and quality of study materials.","PeriodicalId":75028,"journal":{"name":"The International journal of mechanical engineering education","volume":"52 9","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135725553","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 : 2023-10-27DOI: 10.1177/03064190231209332
Shameel Abdulla, Muhammad Nafees, Sami El-Borgi, Arun Srinivasa
Free body diagrams are a pictorial representation of a body with forces acting on it. Developing the skill to draw and interpret free body diagrams is imperative in an engineering curriculum as it helps students visualize and comprehend the problem. Engineering students tend to have difficulty using free body diagrams due to a lack of spatial understanding, especially when dealing with three-dimensional static problems. Students are often required to draw free body diagram on paper as part of their problem solutions. While this approach is adequate, it still does not allow students to interact with and develop a deeper understanding of free body diagrams. Educational tools developed to build on the understanding of free body diagrams are either limited to a two-dimensional space or does not provide students a comprehensive platform to completely solve a static problem. In this paper, the authors propose a digital platform that allows students to solve both two and three-dimensional free body diagrams for unknown forces. The platform incorporates Merrill’s Principles of Learning and a clear workflow diagram to assist students in better understanding free body diagrams. The proposed solution also presents an improved feedback system to improve the learning experience of students. Furthermore, the proposed solution addresses the needs of instructors by providing them the means to analyze their students’ performance at different stages of the problems.
{"title":"An integrated e-learning approach for teaching statics to undergraduate engineering students","authors":"Shameel Abdulla, Muhammad Nafees, Sami El-Borgi, Arun Srinivasa","doi":"10.1177/03064190231209332","DOIUrl":"https://doi.org/10.1177/03064190231209332","url":null,"abstract":"Free body diagrams are a pictorial representation of a body with forces acting on it. Developing the skill to draw and interpret free body diagrams is imperative in an engineering curriculum as it helps students visualize and comprehend the problem. Engineering students tend to have difficulty using free body diagrams due to a lack of spatial understanding, especially when dealing with three-dimensional static problems. Students are often required to draw free body diagram on paper as part of their problem solutions. While this approach is adequate, it still does not allow students to interact with and develop a deeper understanding of free body diagrams. Educational tools developed to build on the understanding of free body diagrams are either limited to a two-dimensional space or does not provide students a comprehensive platform to completely solve a static problem. In this paper, the authors propose a digital platform that allows students to solve both two and three-dimensional free body diagrams for unknown forces. The platform incorporates Merrill’s Principles of Learning and a clear workflow diagram to assist students in better understanding free body diagrams. The proposed solution also presents an improved feedback system to improve the learning experience of students. Furthermore, the proposed solution addresses the needs of instructors by providing them the means to analyze their students’ performance at different stages of the problems.","PeriodicalId":75028,"journal":{"name":"The International journal of mechanical engineering education","volume":"66 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136261756","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 : 2023-10-19DOI: 10.1177/03064190231205368
Matthew R Haney, Heather E Dillon, Jakob Kotas
Education research has suggested that students who receive a wider variety of sensory inputs during the learning process will be able to make more connections and more deeply understand course content. To this end, three physical hands-on laboratory learning modules were designed for a computational numerical methods course to help students develop intuition for physical systems, to allow for a comparison of real data against numerical solutions of physics equations, and to increase student engagement. These modules were designed to reinforce specific topics covered in the numerical methods curriculum, including numerical differentiation and numerical solution of ordinary differential equations. Pre- and post-tests showed an increase in student knowledge after module completion. In addition, end-of-term surveys showed that a strong majority of students believed modules helped them visualize and understand key numerical methods concepts, and that most would be interested in learning new material with similar modules in the future.
{"title":"Active learning modules for a numerical methods course","authors":"Matthew R Haney, Heather E Dillon, Jakob Kotas","doi":"10.1177/03064190231205368","DOIUrl":"https://doi.org/10.1177/03064190231205368","url":null,"abstract":"Education research has suggested that students who receive a wider variety of sensory inputs during the learning process will be able to make more connections and more deeply understand course content. To this end, three physical hands-on laboratory learning modules were designed for a computational numerical methods course to help students develop intuition for physical systems, to allow for a comparison of real data against numerical solutions of physics equations, and to increase student engagement. These modules were designed to reinforce specific topics covered in the numerical methods curriculum, including numerical differentiation and numerical solution of ordinary differential equations. Pre- and post-tests showed an increase in student knowledge after module completion. In addition, end-of-term surveys showed that a strong majority of students believed modules helped them visualize and understand key numerical methods concepts, and that most would be interested in learning new material with similar modules in the future.","PeriodicalId":75028,"journal":{"name":"The International journal of mechanical engineering education","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135780146","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 : 2023-10-04DOI: 10.1177/03064190231205415
Manjit Singh Sidhu, Jee Geak Ying
A study was conducted at University Tenaga Nasional to compare engineering students’ preferences in using augmented reality technology user interface (UI) applications to solve selected engineering problems. The study utilized a cross-sectional design and the Wilcoxon signed-rank test approach within a controlled environment to analyse the difference in rankings of engineering applications. The study also measured learnability and assessed the software quality using questionnaire for user interaction satisfaction. The multiple function UI was found to be statistically significant more effective than the tangible user interface (TUI) for engineering students. The study provides reliable evidence that multiple function UI is a better option in engineering education than TUI.
{"title":"Enhancing user experience and usability in engineering education: A comparative analysis of multiple functions and tangible user interfaces","authors":"Manjit Singh Sidhu, Jee Geak Ying","doi":"10.1177/03064190231205415","DOIUrl":"https://doi.org/10.1177/03064190231205415","url":null,"abstract":"A study was conducted at University Tenaga Nasional to compare engineering students’ preferences in using augmented reality technology user interface (UI) applications to solve selected engineering problems. The study utilized a cross-sectional design and the Wilcoxon signed-rank test approach within a controlled environment to analyse the difference in rankings of engineering applications. The study also measured learnability and assessed the software quality using questionnaire for user interaction satisfaction. The multiple function UI was found to be statistically significant more effective than the tangible user interface (TUI) for engineering students. The study provides reliable evidence that multiple function UI is a better option in engineering education than TUI.","PeriodicalId":75028,"journal":{"name":"The International journal of mechanical engineering education","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135644632","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 : 2023-10-03DOI: 10.1177/03064190231205013
Tris Utschig, Ayse Tekes, Maureen Linden
This paper describes the implementation of innovative 3D-printed laboratory equipment linked to inquiry-based learning activities designed to improve learning, increase engineering identity and motivation, and foster a growth mindset in students taking undergraduate level mechanical vibrations courses, control theory courses, and associated laboratories. These innovative designs create new opportunities for hands-on learning, are low-cost, portable, and can be adapted for use in multiple science and engineering disciplines. The learning activities are based on the POGIL model, which has been used across a variety of disciplines including engineering. We describe the features of three separate devices (spring-connected sliding carts, compliant parallel arms with fixed-free ends and a slider mass, and a pendulum with variable tip load) implemented using a quasi-experimental approach with 510 duplicated students across three semesters during the COVID-19 pandemic in multiple lecture courses and laboratory sections. We also present an assessment of impact based on descriptive statistical analyses of survey data for student-reported learning gains and pre-post paired comparison tests on validated instruments measuring perceptions of engineering identity, engineering motivation, and growth mindset. Further, we conducted a student focus group and include salient instructor observations. Results show most students participating in the learning activities using these devices report that it supported their learning “a lot” or “a great deal.” In addition, on six of seven surveyed learning outcomes, most students reported feeling confident enough to complete them on their own or even teach them to someone else. Our data did not show a measurable impact on engineering identity, engineering motivation, or growth mindset, though it does suggest further investigation is merited.
{"title":"Impact of 3D-printed laboratory equipment in vibrations and controls courses on student engineering identity, motivation, and mindset","authors":"Tris Utschig, Ayse Tekes, Maureen Linden","doi":"10.1177/03064190231205013","DOIUrl":"https://doi.org/10.1177/03064190231205013","url":null,"abstract":"This paper describes the implementation of innovative 3D-printed laboratory equipment linked to inquiry-based learning activities designed to improve learning, increase engineering identity and motivation, and foster a growth mindset in students taking undergraduate level mechanical vibrations courses, control theory courses, and associated laboratories. These innovative designs create new opportunities for hands-on learning, are low-cost, portable, and can be adapted for use in multiple science and engineering disciplines. The learning activities are based on the POGIL model, which has been used across a variety of disciplines including engineering. We describe the features of three separate devices (spring-connected sliding carts, compliant parallel arms with fixed-free ends and a slider mass, and a pendulum with variable tip load) implemented using a quasi-experimental approach with 510 duplicated students across three semesters during the COVID-19 pandemic in multiple lecture courses and laboratory sections. We also present an assessment of impact based on descriptive statistical analyses of survey data for student-reported learning gains and pre-post paired comparison tests on validated instruments measuring perceptions of engineering identity, engineering motivation, and growth mindset. Further, we conducted a student focus group and include salient instructor observations. Results show most students participating in the learning activities using these devices report that it supported their learning “a lot” or “a great deal.” In addition, on six of seven surveyed learning outcomes, most students reported feeling confident enough to complete them on their own or even teach them to someone else. Our data did not show a measurable impact on engineering identity, engineering motivation, or growth mindset, though it does suggest further investigation is merited.","PeriodicalId":75028,"journal":{"name":"The International journal of mechanical engineering education","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135738526","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 : 2023-09-29DOI: 10.1177/03064190231203692
Simon Li, Kashif Raza, Ahmad Ghasemloonia, Catherine Chua
As engineering dynamics remains a difficult subject to teach and learn, this study was initiated by an observation from the authors’ experience of how students pass dynamics without necessarily understanding all the fundamental concepts. This observation motivates the research on ‘pattern recognition’ as a learning strategy that emphasizes practising sample problems and solving similar problems in assessments. This research consisted of two parts. First, we analysed the notion of pattern recognition from two angles: (a) how it is contrasted with conceptual understanding in view of mental simulation and (b) how it is defined in the fields of computer science and cognitive psychology. We found that pattern recognition could be characterized using three features: (a) use of sample cases, (b) learning through practice, and (c) emphasis on correct patterns. Subsequently, we conducted a survey to identify evidence of pattern recognition from students as their learning strategy. With Cronbach’s alpha coefficient value at 0.649, a moderate but acceptable value, we discovered that our survey instrument was able to distinguish learners who tend to use pattern recognition as a strategy to solve problems, which is considered reasonable for a pilot investigation. We also found evidence that learners using pattern recognition tend to emphasize practice problems and memorization and de-emphasize the learning of fundamental concepts. We consider that pattern recognition could provide a new aspect to understand how learners learn technical subjects in engineering education.
{"title":"Pattern recognition as a learning strategy in the study of engineering dynamics","authors":"Simon Li, Kashif Raza, Ahmad Ghasemloonia, Catherine Chua","doi":"10.1177/03064190231203692","DOIUrl":"https://doi.org/10.1177/03064190231203692","url":null,"abstract":"As engineering dynamics remains a difficult subject to teach and learn, this study was initiated by an observation from the authors’ experience of how students pass dynamics without necessarily understanding all the fundamental concepts. This observation motivates the research on ‘pattern recognition’ as a learning strategy that emphasizes practising sample problems and solving similar problems in assessments. This research consisted of two parts. First, we analysed the notion of pattern recognition from two angles: (a) how it is contrasted with conceptual understanding in view of mental simulation and (b) how it is defined in the fields of computer science and cognitive psychology. We found that pattern recognition could be characterized using three features: (a) use of sample cases, (b) learning through practice, and (c) emphasis on correct patterns. Subsequently, we conducted a survey to identify evidence of pattern recognition from students as their learning strategy. With Cronbach’s alpha coefficient value at 0.649, a moderate but acceptable value, we discovered that our survey instrument was able to distinguish learners who tend to use pattern recognition as a strategy to solve problems, which is considered reasonable for a pilot investigation. We also found evidence that learners using pattern recognition tend to emphasize practice problems and memorization and de-emphasize the learning of fundamental concepts. We consider that pattern recognition could provide a new aspect to understand how learners learn technical subjects in engineering education.","PeriodicalId":75028,"journal":{"name":"The International journal of mechanical engineering education","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135193924","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 : 2023-09-20DOI: 10.1177/03064190231202931
Marco Rosales-Vera
The movement of a body subjected to a drag force proportional to the square of the velocity is of great importance in the field of mechanical engineering, since it is a realistic model in the regime of high velocity of the flow. In this paper, the trajectory of a projectile in quasi-vertical launch with quadratic drag is analyzed using the technique of matched asymptotic expansions. Through the asymptotic analysis, approximate analytical expressions for the projectile movement are found. The asymptotic solutions are compared with exact numerical results.
{"title":"How to solve engineering problems involving turbulent drag: Exact, asymptotic analytical and numerical techniques","authors":"Marco Rosales-Vera","doi":"10.1177/03064190231202931","DOIUrl":"https://doi.org/10.1177/03064190231202931","url":null,"abstract":"The movement of a body subjected to a drag force proportional to the square of the velocity is of great importance in the field of mechanical engineering, since it is a realistic model in the regime of high velocity of the flow. In this paper, the trajectory of a projectile in quasi-vertical launch with quadratic drag is analyzed using the technique of matched asymptotic expansions. Through the asymptotic analysis, approximate analytical expressions for the projectile movement are found. The asymptotic solutions are compared with exact numerical results.","PeriodicalId":75028,"journal":{"name":"The International journal of mechanical engineering education","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136308538","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 : 2023-09-11DOI: 10.1177/03064190231200397
Luis Medina Uzcátegui, José Mardones Fernández, Alex Pailapán Neicuán, Miguel Cárdenas Villegas
The COVID-19 crisis has necessitated the exploration of alternative learning methodologies to address the challenges of online education, especially in the context of teamwork. This case study examined the effectiveness of a small student team through a project focused on designing, fabricating, and testing a proof-of-concept prototype, specifically a Level 3 prototype according to the technology readiness level (TRL) scale. The project was predominantly carried out under the restrictions imposed by the pandemic. The student team consisted of two undergraduate engineering students with prior experience in project-based learning (PBL) courses. The effectiveness of this teamwork in the current project was found to be strongly influenced by attributes such as shared goals and values, commitment to team success, constructive feedback, and accountability. However, the students’ previous experiences in larger teams indicated that characteristics such as ideal team composition, leadership, and open communication were more prominent in those contexts. While team size may explain these differences, further research is necessary to establish definitive conclusions. The contributions of each student to the teamwork were characterized by independence and self-pacing, which played a crucial role in achieving the desired project outcomes. In conclusion, this case study emphasizes the importance of adapting to remote teamwork scenarios and provides strategies for effective project management. The findings highlight the significance of shared goals, commitment, feedback, and accountability in fostering effective teamwork. Moreover, the contributions of independence and self-pacing were instrumental in navigating the challenges posed by limited face-to-face interactions. Future research should investigate the impact of team size on team dynamics, the development of self-regulation skills in similar contexts, and the dynamics of teamwork when students lack experience in a PBL course. These investigations will contribute to a comprehensive understanding of effective teamwork strategies in diverse educational settings. The insights gained from this study contribute to the ongoing discussion on effective teamwork strategies in remote learning environments.
{"title":"Development of a proof-of-concept prototype amid limited face-to-face interactions: A case study of an engineering two-student team","authors":"Luis Medina Uzcátegui, José Mardones Fernández, Alex Pailapán Neicuán, Miguel Cárdenas Villegas","doi":"10.1177/03064190231200397","DOIUrl":"https://doi.org/10.1177/03064190231200397","url":null,"abstract":"The COVID-19 crisis has necessitated the exploration of alternative learning methodologies to address the challenges of online education, especially in the context of teamwork. This case study examined the effectiveness of a small student team through a project focused on designing, fabricating, and testing a proof-of-concept prototype, specifically a Level 3 prototype according to the technology readiness level (TRL) scale. The project was predominantly carried out under the restrictions imposed by the pandemic. The student team consisted of two undergraduate engineering students with prior experience in project-based learning (PBL) courses. The effectiveness of this teamwork in the current project was found to be strongly influenced by attributes such as shared goals and values, commitment to team success, constructive feedback, and accountability. However, the students’ previous experiences in larger teams indicated that characteristics such as ideal team composition, leadership, and open communication were more prominent in those contexts. While team size may explain these differences, further research is necessary to establish definitive conclusions. The contributions of each student to the teamwork were characterized by independence and self-pacing, which played a crucial role in achieving the desired project outcomes. In conclusion, this case study emphasizes the importance of adapting to remote teamwork scenarios and provides strategies for effective project management. The findings highlight the significance of shared goals, commitment, feedback, and accountability in fostering effective teamwork. Moreover, the contributions of independence and self-pacing were instrumental in navigating the challenges posed by limited face-to-face interactions. Future research should investigate the impact of team size on team dynamics, the development of self-regulation skills in similar contexts, and the dynamics of teamwork when students lack experience in a PBL course. These investigations will contribute to a comprehensive understanding of effective teamwork strategies in diverse educational settings. The insights gained from this study contribute to the ongoing discussion on effective teamwork strategies in remote learning environments.","PeriodicalId":75028,"journal":{"name":"The International journal of mechanical engineering education","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136024449","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 : 2023-09-10DOI: 10.1177/03064190231199842
Md Insiat Islam Rabby, Md Wasi Uddin, Mohammad Tarequl Islam, Dipto Paul, Fabliha Islam
The aim of this study is to determine the Engineering students’ knowledge on Renewable Energy (RE) resources. An online survey through proving Google form was conducted by using descriptive methodology. The participants for the survey were the engineering undergraduate students from Military Institute of Science and Technology (MIST), Dhaka, Bangladesh. A set of e-questionnaire with 19 items including 4 demographic and 15 knowledge measuring items was developed to collect data from the MIST undergraduate students. A total of 153 students responded to the survey. The demographic results indicated that male students of first and third study year with 20 to 30 years of age range from mechanical or industrial and production-engineering fields of study are the maximum respondents to the survey of this study. The main findings of the study highlighted that engineering students at MIST possess a higher level of understanding about various aspects of renewable energy, including solar energy, geothermal energy, wind energy, biogas energy, laws and policies of renewable energy (RE), establishment of RE, sources of information for RE, and the application of renewable energy in Bangladesh. Since the mean score for the questions was 3.72, reflecting a knowledge level between neutrality and agreement, the majority of the students responded positively to all the questions, indicating their strong grasp of these topics. The results also revealed that female students had a good understanding of renewable energy compared to male students, with an average score of 3.83 for females and 3.69 for males. Additionally, the study found that 3rd-year students displayed the highest level of understanding, while 1st-year students exhibited the lowest level of comprehension regarding renewable energy resources.
{"title":"Engineering students knowledge level on renewable energy resources: Bangladesh military engineering institute context","authors":"Md Insiat Islam Rabby, Md Wasi Uddin, Mohammad Tarequl Islam, Dipto Paul, Fabliha Islam","doi":"10.1177/03064190231199842","DOIUrl":"https://doi.org/10.1177/03064190231199842","url":null,"abstract":"The aim of this study is to determine the Engineering students’ knowledge on Renewable Energy (RE) resources. An online survey through proving Google form was conducted by using descriptive methodology. The participants for the survey were the engineering undergraduate students from Military Institute of Science and Technology (MIST), Dhaka, Bangladesh. A set of e-questionnaire with 19 items including 4 demographic and 15 knowledge measuring items was developed to collect data from the MIST undergraduate students. A total of 153 students responded to the survey. The demographic results indicated that male students of first and third study year with 20 to 30 years of age range from mechanical or industrial and production-engineering fields of study are the maximum respondents to the survey of this study. The main findings of the study highlighted that engineering students at MIST possess a higher level of understanding about various aspects of renewable energy, including solar energy, geothermal energy, wind energy, biogas energy, laws and policies of renewable energy (RE), establishment of RE, sources of information for RE, and the application of renewable energy in Bangladesh. Since the mean score for the questions was 3.72, reflecting a knowledge level between neutrality and agreement, the majority of the students responded positively to all the questions, indicating their strong grasp of these topics. The results also revealed that female students had a good understanding of renewable energy compared to male students, with an average score of 3.83 for females and 3.69 for males. Additionally, the study found that 3rd-year students displayed the highest level of understanding, while 1st-year students exhibited the lowest level of comprehension regarding renewable energy resources.","PeriodicalId":75028,"journal":{"name":"The International journal of mechanical engineering education","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136072491","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 : 2021-06-29DOI: 10.1177/03064190211025954
G. Schajer
The Covid-19 pandemic has caused many university educators to redesign their teaching to online delivery. This can be an effective approach for theoretical and conceptual teaching, but it is challenging to provide practical laboratory experiences. The objective here is to design a hands-on laboratory experience that can safely be undertaken by students remotely and that has substantial educational content. A new experiment was designed featuring a bifilar pendulum that students build themselves from readily available low-cost materials. This simple vibrating system has a surprisingly rich set of interesting physical characteristics that provide several important learning points. Initial trials indicate good student experience with the new experiment, notably an appreciation for the “do-it-yourself” aspect of the apparatus construction. The self-directed features and multiple learning features of the new student experiment make it attractive for use during Covid-19 times and beyond.
{"title":"A build-at-home student laboratory experiment in mechanical vibrations","authors":"G. Schajer","doi":"10.1177/03064190211025954","DOIUrl":"https://doi.org/10.1177/03064190211025954","url":null,"abstract":"The Covid-19 pandemic has caused many university educators to redesign their teaching to online delivery. This can be an effective approach for theoretical and conceptual teaching, but it is challenging to provide practical laboratory experiences. The objective here is to design a hands-on laboratory experience that can safely be undertaken by students remotely and that has substantial educational content. A new experiment was designed featuring a bifilar pendulum that students build themselves from readily available low-cost materials. This simple vibrating system has a surprisingly rich set of interesting physical characteristics that provide several important learning points. Initial trials indicate good student experience with the new experiment, notably an appreciation for the “do-it-yourself” aspect of the apparatus construction. The self-directed features and multiple learning features of the new student experiment make it attractive for use during Covid-19 times and beyond.","PeriodicalId":75028,"journal":{"name":"The International journal of mechanical engineering education","volume":"72 1","pages":"240 - 252"},"PeriodicalIF":0.0,"publicationDate":"2021-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86307205","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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