Impact of mixed pedagogy on engineering education
Document Type
Journal Article
Publication Title
IEEE Transactions on Education
Publisher
IEEE
School
School of Engineering
RAS ID
36007
Abstract
Contribution: This article explores the impact of the combination of various pedagogical approaches to deliver high-quality learning experiences for online-based engineering students. Though existing research extensively studied online education approaches, limited research has investigated how to bridge the gap between online cloud-based and campus-based students more effectively for obtaining hands-on engineering skills. Background: Given that engineers aim to solve real-world problems, engineering graduates need to obtain relevant experiences for employability. However, it is challenging to deliver such experiences in online education, which motivates innovative ways to integrate practical experiments in Web-based resources. Intended Outcomes: Practical and industry-relevant skills with flexibility in terms of time and pace of learning are intended to be achieved in the teaching framework which is expected to improve learning experiences for online students. Application Design: The adopted mixed pedagogical approach revolves around real-life problem-based learning delivered in the online mode using recorded experiments on energy-efficient design for three cohorts of the fourth-year engineering students, two of which are completely cloud-based students and the other one has a mix of on-campus and cloud-based students. Findings: The effectiveness of the adopted approach is measured through quantitative and qualitative evaluation tools. The evaluation demonstrated that cloud student engagement and motivation improved substantially by integrating explicit, analytical, as well as embodied learnings while enabling them to perform equally well as compared to the campus-based students.
DOI
10.1109/TE.2021.3088808
Access Rights
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Comments
Aziz, A., & Islam, S. N. (2022). Impact of mixed pedagogy on engineering education. IEEE Transactions on Education, 65(1), 56-63. https://doi.org/10.1109/TE.2021.3088808