Competition as an Innovative Student-centered Learning Method for Open-ended Laboratory Work

Hamid, Roszilah; Baharom, Shahrizan; Taha, Mohd Raihan; Kadaruddin, Lily Khairiah

doi:10.1016/j.sbspro.2013.10.726

Cited by 10 publications

(12 citation statements)

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“…Moreover, the activities in the laboratory allow cooperative learning among the students of a group to exchange problems and solutions for the given project. Collaborative learning [18] within a laboratory group is an effective method to achieve a solid background in the practical implementation of a complex system and mainly to learn how to work on a team, as required by several industrial tasks. Students that are more expert or Ph.D. students can act as group leaders and help the others.…”

Section: D13mentioning

confidence: 99%

Challenges for Teaching Wireless Communications Standards at the Graduate Level

Pierucci

2019

Education Sciences

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Telecom operators and companies ask for graduates with a specific education on the standards of the Institute of Electrical and Electronic Engineers (IEEE) or the 3rd Generation Partnership Project (3GPP), and the University curricula must consider these needs. The standards are written in a technical form, in a language understandable only by experts, and the technical details and algorithms are not often outlined. Therefore, a new educational methodology must be applied because the teachers have to bridge the gap between the basic knowledge (and the poor technical language) of students and the technical specifics of the standards. The paper presents a structured methodology to provide innovative teaching of the wireless standards for the Engineering Master’s degree, according to the Conceive, Design, Implement, and Operate (CDIO) initiative and project based learning. The methodology is organized in three learning phases to understand the standardization process and improve students’ skills to implement standard compliant communications systems. This challenge can be only won with laboratory activities to assist students in understanding wireless standards and with hands-on experiences during the internship period at telecom operators with the vision of a close cooperation between universities and telecom operators. Only in this way can the students achieve a solid background in designing and developing prototypes compliant with wireless communications standards and working skills for their future professional engineering careers. The effectiveness of the adopted educational methodology to provide innovative learning of wireless standards is evaluated by questionnaires filled in online by students and by the achieved skills implemented as confirmed by telecom operators. In this vision, the paper provides decision support to leaders in educational organizations to teach wireless standards effectively.

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Section: D13mentioning

confidence: 99%

Challenges for Teaching Wireless Communications Standards at the Graduate Level

Pierucci

2019

Education Sciences

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“…The competition aims to broaden students' knowledge on current trends in concrete technology by focusing on a particular theme. In the context of the competition, the students' goal is clearly set and their learning outcomes can be readily evaluated (Bigelow, Glick, & Aragon, 2013;Hamid, Baharom, Taha, & Kadaruddin, 2013). In this competition, learning outcomes were evaluated by analyzing concrete properties made by the participants.…”

Section: Student Concrete Competitionmentioning

confidence: 99%

Exploring the Potential of Low Cement Concrete through a Student Concrete Competition

Antoni

Yonathan

Suryo

et al. 2019

International Journal of Construction Education and Research

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A common method used to increase the strength of concrete is to add more cement to reduce the water-to-cement ratio. However, this is not always acceptable as adding more cement increases autogenous shrinkage, thermal and shrinkage cracking, and the cost of concrete production. By appropriately using superplasticizers, highperformance low cement concrete (LCC) can be produced. This study explores the potential of LCC by limiting cement content, adding alternative cementitious materials, and superplasticizers. Data was collected from the outcome of an annual National Student Concrete Competition conducted in Indonesia over three consecutive years. The new concept of LCC mix design was explained to all participants, i.e., civil engineering students, before they made their concrete specimens. Following the competition, all mixture compositions and their resulting concrete properties were analyzed. It was found that the participants' knowledge on the use of superplasticizer and cementitious materials was the most notable challenge. Nevertheless, they discovered that making LCC is a possibility. Concrete with a compressive strength of 50 MPa (7252 psi) can be made using cement content as low as 200 kg/m 3 (337 lb/yd 3) with sufficient workability. Furthermore, the effect of several factors on the performance LCC is described in this study.

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“…A review study by Viegas et al [35] shows that in order to overcome the 21st-century challenges, boosting engineering and technology-based learning to improve engineering professionally and to improve social and scientific competencies are expected. Hamid et al [19] gave an open-ended project to a small number of students to facilitate student-centered learning process at the Department of Civil and Structural Engineering in Civil Engineering Materials and Technology. On the basis of the analysis of the cognitive, psychomotor, and affective domain of learning achieved by these few students, the department decided to adopt this innovative student-centered learning for Civil Engineering and Materials Technology course laboratory work.…”

Section: Introductionmentioning

confidence: 99%

Multicultural investigation of the students' acceptance of using digital learning materials in laboratory classes

Sarsar

Kale

Andiç‐Çakır

et al. 2020

Comp Applic In Engineering

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The digitalization of education is a continuously developing process, aimed at the use of information and communication technologies. However, engineering education utilizes several forms of learning, with laboratory experiments being one of them. The use of digital learning materials (DLM) in labs is still limited due to numerous existing factors. This study investigates students' acceptance of using DLM during laboratory exercises in three universities located in Turkey, Poland, and Bulgaria. A questionnaire was prepared, and a survey was conducted among 625 learners. They were divided into eight categories, based on their engineering area and country. The survey results demonstrate that there is a strong correlation between the students' opinion on DLM and the use of DLM by their lab instructors, which means that their acceptance could be increased if more DLM are integrated in lab courses. The analysis of the questionnaire results also showed that there is a significant difference in the students' opinion on DLM, depending on the engineering area. Students of Food, Chemistry, and Electrical engineering rated the use of DLM quite high (above 4.0 out of 5), followed by the Civil engineering students with average results between 3.5 and 4.0. Respondents involved in Textile, Bio, and Machine engineering were the most skeptical (<3.5). Furthermore, their opinions covered a wide range from "Strongly disagree" to "Strongly agree."

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Competition as an Innovative Student-centered Learning Method for Open-ended Laboratory Work

Cited by 10 publications

References 0 publications

Challenges for Teaching Wireless Communications Standards at the Graduate Level

Challenges for Teaching Wireless Communications Standards at the Graduate Level

Exploring the Potential of Low Cement Concrete through a Student Concrete Competition

Multicultural investigation of the students' acceptance of using digital learning materials in laboratory classes

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