The gap between the industry expectations and power engineering education is becoming one of the significant barriers in workforce development in the energy sector. For the purpose of closing the gap, the curriculum in power engineering is expected to follow the up-to-date industry demand and workflow so that the students can be job-ready and competent in the energy job markets before graduation. However, the renewal of the deliverables of the courses is time-consuming and resource intensive. This paper presents an approach of data collection and analysis for curriculum development, which considers all the related stakeholders in curriculum renewal. The preliminary results of the pilot data collection are presented, demonstrating the effectiveness of the data collection method and the initiative of updating the curriculum framework. The contribution will benefit power engineering educators in course renewal for further iterations considering timely industry perspectives and students' feedback.
In the past, many studies were applied various statistical analysis methods to evaluate students' learning achievement and satisfaction for improving the effectiveness of online teaching. However, most of these decided to rely on relatively fixed fundamental quantitative methodologies to determine essential results. Few studies have adequately classified statistical methods in engineering education to critically consider correlational trends or causal mechanisms in the field and make research results more explanatory and inclusive. Therefore, our main challenge is appropriately selecting quantitative or qualitative statistical methods used in online engineering education to make the research results more convincing. To fill this 'gap,' this article re-examines previous papers to summarize a statistical method in the online engineering discipline from diverse perspectives and construct a new mechanism of evaluating statistical methods for effective research in this field. Our goal is to provide an unexplored review of statistical methods of the online teaching and learning process considering the engineering educational perspective.
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