New project system for undergraduate electronic engineering

Chiu, Dirk M.; Chiu, Shen Y.

doi:10.1080/03043790500114607

Cited by 4 publications

(4 citation statements)

References 12 publications

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“…Extensive employment of projects has also been reported in Reference [34] where it was stated that although the cost of the projects was high, the feedback received from past graduates and their employers was positive suggesting that the projects provided good training for students, giving them the confidence to work in industry.…”

Section: Problem-based Learningmentioning

confidence: 75%

Electronic problem based learning of electromagnetics through software development

Mias

2008

Comp Applic In Engineering

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Section: Problem-based Learningmentioning

confidence: 75%

Electronic problem based learning of electromagnetics through software development

Mias

2008

Comp Applic In Engineering

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“…In the Open-ended Laboratory (OEL) style, the problem that is brought into knowledge provides multiple solutions and specific methods in solving the problem which gives opportunity to students in finding the correct theory to be implemented in practical (Primer, 2006;Land, 2000). Hence, this is driving the laboratory course to become more explorative and interesting in the sense that students use their own initiative and creativity to design their own experiments (Chiu & Chiu, 2004). Due to the nature of OEL, students can improve their learning ability (Berg et al, 2003), encourage their individual creativity (Chiu & Chiu, 2004), gain self-confidence (Brickman, 2009) and feel the design environment for real industry outside the academic world (Domin, 2007).…”

Section: Open-ended Laboratorymentioning

confidence: 99%

“…Hence, this is driving the laboratory course to become more explorative and interesting in the sense that students use their own initiative and creativity to design their own experiments (Chiu & Chiu, 2004). Due to the nature of OEL, students can improve their learning ability (Berg et al, 2003), encourage their individual creativity (Chiu & Chiu, 2004), gain self-confidence (Brickman, 2009) and feel the design environment for real industry outside the academic world (Domin, 2007). For this reason, most of the laboratory experimental works are done in many scientific areas which currently embrace open-ended working situations (Domin, 2007;Caccavo, 2011;Norliza et al, 2010;Tsarpalis & Gorezi, 2005).…”

Section: Open-ended Laboratorymentioning

confidence: 99%

Open-ended laboratory: comprehensive course evaluation framework for structural engineering laboratory

Mohd Samsudin,

Noor Syafeekha

2024

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Comprehensive course evaluation is important to provide better performance of teaching and learning assessment. In higher learning education for engineering laboratory subjects, the requirement of evaluation provides complicated criteria where it needs to fulfill Outcome-based Education, Openended Laboratory and Complex Engineering Problems. Previously, the laboratory course was conducted through fully guided assignments by using too many separate evaluation guidelines and rubrics; thus, it became difficult to keep track each assessment tool and openness level which led to complication and confusion to the students. A misunderstanding process on the mapping of the criteria always occurs which contributes to the misleading of domain evaluation for each course. Therefore, this study was developed to design a comprehensive course evaluation framework for open-ended laboratory subjects by using educational and accreditation guidelines. EAC, UHEK and OEL guidelines were referred to as a comprehensive reference in developing the teaching and learning mechanism for each course developed in UiTM. Six main stages from the gathering of course information to the development of comprehensive rubrics should be carefully defined to ensure holistic framework is provided in this study. It was found that the framework provides clear mapping of the three main criteria developed as guidelines for the evaluation process in engineering laboratory subject. Besides that, it gives an objective evaluation criterion that meets the difficulty level of the subject with respect to OBE, OEL and CEP. The framework is able to be implemented in all subjects either engineering or non-engineering by mapping each evaluation criteria based on the nature of the subjects.

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“…The strength of project‐based learning is that it simultaneously facilitates both problem solving and self‐learning. The literature reveals compelling evidence that the project‐based approach assists students in applying knowledge to solve practical design problems by providing a means to learn by doing 15, 16. At Monash University, one of the approaches to mechatronics education is mainly through a project‐based course.…”

Section: Introductionmentioning

confidence: 99%

Teaching mechatronics: An innovative group project‐based approach

Shyr

2012

Comp Applic In Engineering

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This study presents an innovative group project-based approach to teaching mechatronics.Mechatronics is a complex, highly technical and multidisciplinary field involving the design and manufacture of integrated products. Mechatronics course at the undergraduate level is rapidly increasing across the world. Most courses require student teams to design a product. The complexity of student projects can make administration of mechatronics courses extremely difficult. Students develop both practical and theoretical understanding of mechatronics while working on group projects. They also develop the interpersonal and communication skills needed to work in a multi-disciplinary field. This study describes a group project-based approach for enabling teams of students to complete mechatronics projects. A set of heuristic guidelines is also proposed. At the

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New project system for undergraduate electronic engineering

Cited by 4 publications

References 12 publications

Electronic problem based learning of electromagnetics through software development

Electronic problem based learning of electromagnetics through software development

Open-ended laboratory: comprehensive course evaluation framework for structural engineering laboratory

Teaching mechatronics: An innovative group project‐based approach

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