Developing a knowledge structure using Outcome based Education in Power Electronics Engineering

Rathy, G A; Sivasankar, P.; Gnanasambandhan, T G

doi:10.1016/j.procs.2020.05.150

Cited by 13 publications

(7 citation statements)

References 1 publication

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“…In one practical demonstration of the OBE theory, Rathy et al applied the theory to the power electronics engineering curriculum and proposed a corresponding knowledge structure model [15]. Almuhaideb et al constructed a simplified framework based on the connotations of OBE theory to foster an effective quality assurance model and effective outcome-based education.…”

Section: Literature Review 21 Obe Theorymentioning

confidence: 99%

Evaluating the Role of the Communication Skills of Engineering Students on Employability According to the Outcome-Based Education (OBE) Theory

2023

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With the advent of the digital age and Industry 4.0, the communication skills of engineering students has been exerting gradually increasing influence on the need for enhanced student employability. To address this issue, this study evaluates the influence of communication skills on the employability of engineering students from the aspects of verbal and non-verbal skills through the four key elements of Outcome-Based Education (OBE) theory. A total of 130 college engineering students and practitioners participated in the questionnaire survey, and the hypotheses were tested by regression analysis and a structural equation model (SEM). The results show that in the digital age, the verbal (p < 0.01) and non-verbal (p < 0.001) components of students’ communication skills play a significant role in the employability of engineering students. Meanwhile, the employer’s assessment simultaneously makes a significant contribution to the further improvement of students’ communication skills, which can help educators further cultivate and improve students’ communication skills through the assessment of their employability by employers. Therefore, this research has theoretical and practical significance, which not only enriches the basic theoretical knowledge, but also broadens the training methods of engineering students in the digital age, thus enhancing their employability.

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Section: Literature Review 21 Obe Theorymentioning

confidence: 99%

Evaluating the Role of the Communication Skills of Engineering Students on Employability According to the Outcome-Based Education (OBE) Theory

2023

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“…Educational methods, processes, structures, and courses are seen as means to facilitate student success, not just in terms of grades but also in terms of enhancing students' abilities for life and work. Teachers play a crucial role by prioritizing student-centered instruction and emphasizing the development of stu-dents' comprehensive qualities and abilities to achieve effective teaching outcomes [48,49]. Figure 4 provides a visual representation of the OBE model.…”

Section: One Centermentioning

confidence: 99%

“…Sustainability 2023, 15, x FOR PEER REVIEW 6 of 21 also in terms of enhancing students' abilities for life and work. Teachers play a crucial role by prioritizing student-centered instruction and emphasizing the development of students' comprehensive qualities and abilities to achieve effective teaching outcomes [48,49].…”

Section: One Centermentioning

confidence: 99%

Engineering Curriculum Reform Based on Outcome-Based Education and Five-Color Psychology Theory

Mao

et al. 2023

Sustainability

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Innovation in curriculum design at the system level is crucial for nurturing students’ sustainability skills. This study focuses on the teaching reform of a hydraulic engineering construction and management course, taking a sustainable development perspective and achieving a harmonious integration of knowledge acquisition and skill development. A “One Center, Two Platforms, and Three Education” teaching model is devised, incorporating outcome-based education and five-color psychological theory. This model encompasses a student-centered approach, leveraging the Chaoxing platform and a virtual simulation experiment platform while addressing theoretical, practical, and ideological-political education. The study participants consisted of water and hydropower engineering students at the School of Energy and Power Engineering, Xihua University. This teaching model not only enhances students’ learning motivation but also elevates their academic performance. Moreover, the model has yielded notable improvements in students’ overall quality, independent learning abilities, and innovation aptitude. The effectiveness of this teaching model in engineering courses has garnered positive feedback from both graduates and employers, who acknowledge its contribution to enhancing teaching quality and promoting sustainable development in engineering education. Furthermore, this model can serve as a reference for enhancing college education and fostering students’ abilities and ethical standards.

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“…Killen (2000) pointed out that OBE emphasizes what learners should know, understand, and show and how to adapt to future life roles 12 . OBE has been widely implemented and advocated in various fields, such as medical science, nursing, pharmacy, and engineering [13][14][15][16] in the US, the UK, New Zealand, Malaysia, Australia, South Africa, and the Philippines 17 . In the past few years, OBE has been extended to leisure, sport, and THM education.…”

Section: Literature Reviewmentioning

confidence: 99%

The influence of tourism and hospitality students’ perceived effectiveness of outcome-based education on their VUCA skills

Guo

Zhao

Cao

et al. 2023

Sci Rep

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The mismatch between supply and demand in the tourism and hospitality labor markets becomes increasingly serious in the past few years. The main reason for such a problem is that tourism and hospitality students are equipped with academic knowledge but lack VUCA skills. VUCA are the acronyms of volatility, uncertainty, complexity, and ambiguity. However, little research has explored the antecedent mechanism of tourism and hospitality students’ VUCA skills. Hence, the purpose of the present study is to clarify the leading factors that would enhance tourism and hospitality students’ perceived VUCA skills. This study collected data by distributing questionnaires to senior students majoring in tourism and hospitality management (THM) from five universities in China. The results show: First, students’ perceived the effectiveness of outcome-based education (PEOBE) has a significant effect on their perceived VUCA skills and self-concept including cognitive self-concept (CSC) and affective self-concept (ASC). Second, THM students’ CSC is positively related to their perceived VUCA skills. Finally, the relevance of ASC and students’ perceived VUCA skills was not significant. The present study further justified that PEOBE is the prepositive variable of THM students’ cognitive self-concept, supporting the linkage effect of “PEOBE → CSC → self-efficiency → perceived VUCA skills”. From the practical implications, this study focuses on OBE as the entry point to explore the antecedent mechanism of THM students’ perceived VUCA skills, supplying a basic formulation of educational reform policies for the administrative department of higher education around the world.

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Developing a knowledge structure using Outcome based Education in Power Electronics Engineering

Cited by 13 publications

References 1 publication

Evaluating the Role of the Communication Skills of Engineering Students on Employability According to the Outcome-Based Education (OBE) Theory

Evaluating the Role of the Communication Skills of Engineering Students on Employability According to the Outcome-Based Education (OBE) Theory

Engineering Curriculum Reform Based on Outcome-Based Education and Five-Color Psychology Theory

The influence of tourism and hospitality students’ perceived effectiveness of outcome-based education on their VUCA skills

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