Attainment of Major Competencies of Program Specific Outcome in Industrial Engineering and Simulation Lab through Open Ended Experiment

Kulkarni, Vinayak; Kulkarni, Sanjay; Satish, G. Jangali; Gaitonde, V. N.

doi:10.1504/ijceell.2017.10003463

Cited by 4 publications

(6 citation statements)

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“…The study has reported that the simulation labs have enhanced the student learning and helped to achieve the outcome of the course. Kulkarni et al (2017) have reported the impact of simulation lab on the outcome-based education as positive with achieving betterment of student performance and achieving program-specific outcomes. Fabregas et al (2017) have also reported that a simulation lab helped in improving the motivation and performance of the students while solving the real-time scenarios.…”

Section: Literature Reviewmentioning

confidence: 99%

An impact of simulation labs on engineering students' academic performance: a critical Investigation

Jasti

Kota

Venkataraman

2020

JEDT

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Purpose This paper aims to investigate the impact of simulation laboratory on continuing education engineering students’ academic performance. Design/methodology/approach The investigation consists of establishing the student learning levels then mapping the student learning levels (knowledge, comprehension, application, analysis, synthesis and evaluation) through program outcomes with appropriate evaluation components. 270 continuing education students enrolled during six years were selected to be observed as part of this study. These students were divided into two subgroups, one with 135 students who were offered simulation lab (G2) and the other 135 students were not offered simulation lab (G1) in this investigation. Subsequently, a comparative analysis was carried out on these two groups to assess the student performance in multiple evaluation components with respect to student learning level and program outcome achievement. Findings It was identified that student performance in the application, analysis, synthesis and evaluation learning levels has improved for the group with simulation lab, and no change or minimal change was observed for the group without simulation lab. It was revealed that the simulation lab practice problems needs to be aligned with the theoretical concepts in the course to get a better performance from the students. Originality/value The study was conducted in one of the leading institutes with 270 students’ performance observed over a period of six years. It is the comprehensive work done on a complete program with data collated over a period of six years in multiple courses and multiple assessments.

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Section: Literature Reviewmentioning

confidence: 99%

An impact of simulation labs on engineering students' academic performance: a critical Investigation

Jasti

Kota

Venkataraman

2020

JEDT

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“…This helps the students not only understand the problem statement but also interpret the problem systematically in various scenarios (Jasti, Kota, & Kale, 2020; Jasti, Kota, & Venkataraman, 2020). This helps the students to take up his/her industry problem and solve using the simulation environment in the future (Kulkarni et al., 2017). In fifth step, the team has focused on mode of offering the SL for working professionals.…”

Section: Discussionmentioning

confidence: 99%

“…A thorough validation has been performed on the developed simulations in the present study. This helped in reinforcement of the SEs development process (Kulkarni et al., 2017).…”

Section: Discussionmentioning

confidence: 99%

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Development of a lean manufacturing simulation laboratory for continuing education students

Jasti

Kota

Venkataraman

2020

Journal of Adult and Continuing Education

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The objective of the article is to establish the significance of a simulation laboratory especially simulation exercises for continuing education students in lean manufacturing course. Subsequently, identify the influence and analysis of these simulation exercises in exploring, understanding and implementing lean strategies in various contexts. The research is carried out through the following steps: enhancing the course handout and course outcomes, identifying the various lean concepts and proposing relevant exercises, mapping the course outcomes with the proposed exercises, identifying the appropriate simulation tool and developing the proposed exercises, deciding the mode of simulation laboratory offering, offering the selected critical exercises in simulation laboratory, conducting a critical review of simulation exercises with a team of experts and performing a comparative study on the student performance. The study has identified that there was a significant improvement in the performance of the students after participating in the simulation laboratory, especially in achieving the course outcomes. This was established by the analysis of the various examination scores, feedback on simulation exercises and instructors. This attempt is the first of its kind to analyse the student performance after incorporating simulation laboratory in a lean manufacturing course. The focus is on evaluating student performance based on the scores in the examinations. A population of 488 students enrolled in a masters’ degree programme is considered in the analysis 234 (without simulation lab) and 254 (with simulation lab).

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“…In this regard, a number of authors note the need to adjust the curriculum to optimize the consistent implementation of course projects and the joint work of several departments to develop a comprehensive project assignment. [3,8,9].…”

Section: Educationmentioning

confidence: 99%

Formation of the Groundwork for the Training of Project Managers in Engineering Bachelor

Исаев¹,

Plotnikov²,

Фомин³

2019

Proceedings of the International Scientific Conference "Far East Con" (ISCFEC 2018)

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The author's technology of interdisciplinary openended engineering is considered in the article. This technology provides a comprehensive formation of design and projectorganizational competencies. It creates a basis for the development of managerial abilities of a design engineer and increases the practical orientation of the educational process. The author's understanding and definition of the developed technology of education are formulated in the article. The stages, methodological tools and procedures that form the basis of the developed technology in the educational process of engineering bachelor's degree are shown. An organizational model of technology of open-ended engineering is presented, from which its integrating functions in the construction and implementation of the entire educational program are visible. The analysis of the characteristics of students' learning activities is carried out, as well as the intermediate results of its application in the educational process. Keywords -open-ended engineering; technology of interdisciplinary open-ended engineering; engineer-designer; head of engineering project; full life cycle of the product; project management.

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Attainment of Major Competencies of Program Specific Outcome in Industrial Engineering and Simulation Lab through Open Ended Experiment

Cited by 4 publications

References 0 publications

An impact of simulation labs on engineering students' academic performance: a critical Investigation

An impact of simulation labs on engineering students' academic performance: a critical Investigation

Development of a lean manufacturing simulation laboratory for continuing education students

Formation of the Groundwork for the Training of Project Managers in Engineering Bachelor

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