Blended learning in engineering education: recent developments in curriculum, assessment and practice PDF
Preview Blended learning in engineering education: recent developments in curriculum, assessment and practice
Blended Learning in Engineering Education Blended Learning in Engineering Education Recent Developments in Curriculum, Assessment and Practice Edited by: Ataur Rahman & Vojislav Ilic Engineering and Construction Management, Western Sydney University, Sydney, Australia CRC Press/Balkema is an imprint of the Taylor & Francis Group, an informa business © 2019 Taylor & Francis Group, London, UK Typeset by Apex CoVantage, LLC All rights reserved. No part of this publication or the information contained herein may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, by photocopying, recording or otherwise, without written prior permission from the publishers. Although all care is taken to ensure integrity and the quality of this publication and the information herein, no responsibility is assumed by the publishers nor the author for any damage to the property or persons as a result of operation or use of this publication and/or the information contained herein. Library of Congress Cataloging-in-Publication Data Names: Rahman, Ataur, 1959– editor. | Ilic, Vojislav, editor. Title: Blended learning in engineering education : recent developments in curriculum, assessment and practice / Ataur Rahman & Vojislav Ilic, editors. Description: First edition. | London : CRC Press/Balkema, [2019] | Includes bibliographical references and index. Identifiers: LCCN 2018040027 (print) | LCCN 2018046069 (ebook) | ISBN 9781315165486 (ebook) | ISBN 9781138056220 (hardcover : alk. paper) Subjects: LCSH: Engineering—Study and teaching. | Blended learning. | Distance education. Classification: LCC T65.5.B54 (ebook) | LCC T65.5.B54 B54 2019 (print) | DDC 620.0071/1—dc23 LC record available at https://lccn.loc.gov/2018040027 Published by: CRC Press/Balkema Schipholweg 107c, 2316 XC Leiden, The Netherlands e-mail: [email protected] www.crcpress.com – www.taylorandfrancis.com ISBN: 978-1-138-05622-0 (Hbk) ISBN: 978-1-315-16548-6 (eBook) Contents Preface ix Acknowledgments xi Editorial advisory board xiii Reviewers xv 1 Statistical hydrology teaching using a blended learning approach 1 A. Rahman, S. Kordrostami and D. Purdy 2 Blended learning: online and hands-on activities in an applied fluid flow course 15 P.R. Piergiovanni 3 Transitioning staff, students and course materials to blended and online learning environments 35 A.B. Wedding, A.M. Cousins and D. Quinn 4 Impact of online quizzes on students’ results in a blended learning system of an Engineering subject 65 D. Hagare and M.M. Rahman 5 A connected e-learning framework for engineering education 79 E. Edilson Arenas 6 The gamification of education: a case study in using positive psychology and game design to increase student engagement 109 T.B. Nguyen 7 Engineering education online: challenges, opportunities and solutions adopted in Australian, US and EU universities 125 S. Shanmuganathan vi Contents 8 Use of innovative technologies in enhancing students’ learning outcomes 139 S. Shrestha 9 Quality assessment of industrial design curriculum: discovering employability attributes from job advertisements 149 A.A. Mahmud, B. Kuys and O. Mubin 10 Blended learning in engineering education: students’ and lecturers’ perceptions and achieving learning outcomes 159 D.S. Liyanapathirana and O. Mirza 11 Evolution of Master of Engineering coursework degrees at Western Sydney University: past, present and future 171 R. Liyanapathirana, G. Fang and C. Leo 12 Mastering mathematics in engineering by critically reading engineering texts 181 G.A. Tularam and O.M. Hassan 13 Curriculum development of a social hydrology course based on a blended learning approach 211 A. Rahman 14 Teaching science to engineering students: application of student-centered and blended learning approaches 223 S. Rahman, R. Bhathal and A. Rahman 15 An analysis of the use of experiential learning principles for developing professional skills in postgraduate engineering students 235 D.S. Thorpe 16 Upgrading the Australian engineering curriculum to enhance communication skills of engineering students 251 T. Rahman, C.C. Amos and A. Rahman 17 Integration and adaptation of e-technology to deliver technical education in public and private universities of Bangladesh 271 A. Ahmed, M.A. Rahman, M.S. Khan, F. Ferdousi, M. Haque and A. Rahman Contents vii 18 Recent advances in the use of remote labs in fluid mechanics: a review 291 S. Noor and A. Rahman 19 Technology-enhanced learning for civil engineering education: use of dynamic and virtual reality-based simulation, online data analysis and optimization tools 305 R.S.V. Teegavarapu Subject index 321 Preface It is arguable that engineering is at the forefront of technological changes that are permeating and shaping every segment of our society, including the education sector in general and the education of engineers in particular. This book provides a window into the current practice as seen through the eyes of practicing engineers and educators, spanning a wide range of engineering disciplines, with a specific focus, among others, on statistical hydrology, fluid flow including Newtonian and non-Newtonian fluids, engineering physics, industrial (prod- uct) design, management, as well as engineering and built environment. This book contains 19 chapters providing a range of expert views on traditional and new learning and teaching methods, technologies and best practices. The book covers a wide range of innovative learning and teaching methods in engineer- ing education, including the application of blended learning, hybrid learning, online learning, experimental learning, “cloud” campus concept, gamification and the concept of “learning spaces.” All authors are directly involved in delivery of the subjects’ matter and offer useful insights into their classroom didactic experiences. For example, Chapter 4 describes significantly higher pass rates in the subject among the students who performed well in the weekly online quizzes than those who did not. It also describes another approach, used in first-year physics, which found that gamification resulted in an increase in students’ engagement with the course, as well as students’ understanding of the subject and enhanced performance. Similar results were found in adopting the concept of collaborative learning spaces, as described in Chapter 8. The importance of student proficiency with software tools used in their course was found to be a significant factor in finding employment. Chapter 9 describes the case of a product design engineer. Chapter 10 discusses feedback from students and lecturers on the merits of blended learning versus the traditional face-to-face approach, in terms of compatibility of the learning outcomes with the professional competencies set out by Engineers Australia. Chapter 11 suggests the importance of nurturing and strengthening students’ self- motivation, perseverance, independence and attitude from an early age as an essential ele- ment in teaching. Chapter 14 provides a few possible solutions to address the common problem of under- graduate students having poor mathematics and science backgrounds. Chapter 15 discusses the use of experimental learning together with improvements for developing the professional skills of postgraduate engineering students. Chapter 16 suggests the need for Engineers Australia to provide a position paper and recommendations for its implementation to help in improving the communication skills of engineering graduates.
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