A review on issues and challenges in incorporating complex engineering problems in engineering curriculum and proposed solutions

Kamaruzaman, Fathiyah Mohd; Hamid, Roszilah; Mutalib, Azrul A.

doi:10.1109/weef.2017.8467167

Cited by 5 publications

(8 citation statements)

References 21 publications

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“…Problem-solving skills are important to an engineering student as their careers require them to have the ability to solve complex problems that meet industry demand [14,23,25]. However, a survey found that engineering graduates had low competency in problem identification, formulation, and solution in theoretical engineering, particularly when it comes to solving complex engineering problems [41]. Students had difficulty in understanding a concept, visualizing the problem, and justifying the procedures involved in the solution.…”

Section: Modelmentioning

confidence: 99%

Blended learning for engineering education 4.0: Students' perceptions and their learning difficulties

Low

Lee

Sidhu

et al. 2023

Comp Applic In Engineering

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Engineering education plays a vital role in nurturing high‐quality engineers to meet the demands of the industry. The advancement in Information and Communication Technology (ICT) has provided greater potential as a supporting tool in engineering education. Previous research has emphasized the need to further investigate the learning difficulties faced by engineering students to enhance their learning experience. Although the implementation of blended learning using the flipped classroom approach has gained popularity in tertiary education, there is a lack of research on students' perception of this approach in engineering education. This exploratory study focuses on the Engineering domain, specifically investigating students' learning difficulties in Mechanics Dynamics and their attitudes toward blended learning using the flipped classroom approach in engineering education. Using data collected from 121 students at Universiti Tenaga Nasional (UNITEN), Malaysia, this study employed descriptive statistics and multiple linear regression to analyze the data. Three models related to students' learning difficulties were proposed based on the outcomes of exploratory factor analysis. The results indicate that students encountered difficulties in learning Mechanics Dynamics, particularly in visualizing concepts and solving problems involving three dimensions. The findings and analysis demonstrate significant results (p < .05), supporting the hypotheses of the three proposed models. Additionally, the majority of students (66.1%) exhibited a positive attitude toward the use of the flipped classroom approach in engineering courses. The research findings serve as a preliminary requirement for the development of a software prototype to investigate the efficacy of the flipped classroom approach in engineering courses.

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Section: Modelmentioning

confidence: 99%

Blended learning for engineering education 4.0: Students' perceptions and their learning difficulties

Low

Lee

Sidhu

et al. 2023

Comp Applic In Engineering

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“…Experiences in engineering coursework that foreground solving well‐structured problems prefigure students' beliefs that their future careers will focus on solving these same types of problems using clear, sequential steps (Kirn & Benson, 2018). Regardless of what students experience in their engineering courses, they have primarily been tasked with solving well‐structured problems in prior formal schooling (Kamaruzaman et al, 2017), and this prior experience shapes their expectations as they encounter design problems. We consider ways design is taught—primarily based on studies of capstone and first‐year design—specifically evaluating opportunities for developing problem framing skills.…”

Section: Literature Reviewmentioning

confidence: 99%

“…In an effort to make projects manageable, faculty sometimes emphasize the technical and eliminate contextual aspects of design (Kamaruzaman et al, 2017; Russell & Orbey, 1993). This approach is especially common for first‐year projects, which are sometimes hands‐on and technical (Liu & Pomalaza‐Ráez, 2011), or connect to simple everyday experiences like making tea (Sauer, 2004) but lack social context.…”

Section: Literature Reviewmentioning

confidence: 99%

A funds of knowledge approach to developing engineering students' design problem framing skills

Svihla

Chen

Kang

2022

J of Engineering Edu

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Background: Engineering programs have increasingly incorporated design challenges into courses. These design challenges vary in the degree to which they present complex, ill-structured, and relevant problems, and therefore may vary in the degree to which they support students to learn to frame design problems.Purpose/Hypothesis: We characterized how first-year engineering students with little formal design training approach problem framing. We developed design challenges informed by funds of knowledge. We compared the development of problem framing skills in first-year students who completed these challenges to students who completed more traditional challenges and to students in capstone design.Design/Method: Students completed a pre/post performance-based assessment of problem framing skills. We analyzed student responses in terms of design requirements, design practices, and design styles. We used descriptive statistics and correlations to characterize how students initially approached problem framing and repeated-measures ANOVA to compare groups of students. Results: First-year students approached framing a design problem in one of four primary ways. Compared to students in the original course, they showed growth in attending to an underlying need, considering contexts of use, and depicting design function. Compared to capstone students, they also showed growth in considering stakeholder roles and planning the next steps. Conclusions: Funds of knowledge can provide a means to evaluate possible design challenges as authentic yet accessible for first-year students, in turn, providing opportunities to support the development of the design problem framing ability.

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“…The flooding problem is also difficult to solve because it is a wicked problem, meaning it is ill-defined, complex, and not amenable to a definitive solution [7]. Traditional engineering education relies on well-defined and structured problems and does not adequately prepare students for understanding the complex social dimensions [8].…”

mentioning

confidence: 99%

A Serious Role-Playing Game as a Pedagogical Innovation to Strengthen Flood Resilience

Bogdan

Cottar

2022

IEEE Technol. Soc. Mag.

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A review on issues and challenges in incorporating complex engineering problems in engineering curriculum and proposed solutions

Cited by 5 publications

References 21 publications

Blended learning for engineering education 4.0: Students' perceptions and their learning difficulties

Blended learning for engineering education 4.0: Students' perceptions and their learning difficulties

A funds of knowledge approach to developing engineering students' design problem framing skills

A Serious Role-Playing Game as a Pedagogical Innovation to Strengthen Flood Resilience

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