Assigning Students Teacher’s Role: A Student-Centered Approach in Computer-Aided Design Education

Abstract

This paper presents the preliminary work of implementing the learning by teaching approach, a student-centered pedagogy, in the Computer-Aided Design (CAD) education. Following an experimental study design, students were grouped into control section and experimental section. In the control section, students received the traditional instructor-centered instruction. In the experimental section, students were assigned into small groups and taught the course content to their peers during the class meeting. The students’ learning outcomes were evaluated, such as life-long learning skill, engineering attitude, and CAD modeling skills using NX. A CAD modeling test was used at the end of semester to assess the students’ CAD modeling skills. The engineering attitude survey and the life-long learning scale were conducted at the beginning and the end of semester. The statistical analyses were performed to examine the impact of activities. The results revealed that the students’ engineering attitude was significantly improved. In addition, experimental group students completed an exit survey that collected their feedback on the teaching activities.

Boosting computer‐aided design pedagogy using interactive self‐assessmentgraphical tools

“…For example, the CAD learning methodology developed by Purzer et al [57] is based on the repetition of design sequences, as well as the use of the students' electronic notes. Another innovative methodology was implemented by Peng et al [55], where students have to teach the use of CAD tools to their classmates. Likewise, the development of a conceptual and visual glossary to help the students to learn important CAD concepts was carried out by Perez-Belis et al [56].…”

Investigating the Involvement of Self-Directed Learning in Flipped Classrooms: A Unique URL-Based Search Method

“…Especially when it comes to multidisciplinary projects such as mechatronics [15] and robotics [7]; one major challenge becomes the time limitation [16] since these types of projects have many subcomponents that require longer time to complete. These multidisciplinary projects are offered at any level from sophomore to senior year; and it is expected that students may not possess all the necessary skills and may be required to improve their knowledge on their own [17,18] One of the ways to provide students a platform for them to practice their self-directed learning skill as well as to overcome time limitation challenge is the flipped classroom environment [19][20][21][22][23]. Flipped classroom approach shifts the act of learning prior to the class and gives students a chance to learn the subject matter on their own.…”