Digitally Enabled Experiential Learning Spaces for Engineering Education 4.0

Salinas-Navarro, David Ernesto; Garay-Rondero, Claudia Lizette; Arana-Solares, Ivan

doi:10.3390/educsci13010063

Cited by 9 publications

(4 citation statements)

References 46 publications

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“…Referring to the methods of assessment, students obtained a higher mean and median mark in the project than in the exam, with a smaller standard deviation and interquartile range (IQR). These results are consistent with previous work with experiential learning experiences [40,60].…”

supporting

confidence: 93%

Experiential Learning for Circular Operations Management in Higher Education

Salinas-Navarro,

Arias-Portela,

González de la Cruz

et al. 2024

Sustainability

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This research-to-practice article delves into novel learning experiences for operations management education, involving the circular economy and experiential learning. Higher Education academics are required to develop effective learning that actively and impactfully helps nurture in students the essential competency to face sustainable development demands. In operations management education, one possibility is to integrate real-world circular economy challenges into learning activities that address issues concerning solid waste generation in business processes and operations. This type of innovative learning experience involves both conceptual understanding and practical implementation. Accordingly, experiential learning is considered a suitable pedagogy for this purpose in this work because of its hands-on applications, critical thinking, and active engagement. To illustrate this proposition, this paper presents a case study concerning an operations management undergraduate course at a Mexican university. The case study indicates how to translate a situation of solid waste generation in a business into relevant disciplinary experiential learning. The results show that students regarded the learning experience as motivating, interesting, and relevant while widely accomplishing their learning objectives. However, limitations did exist regarding experiential learning, the methodological approach, data collection, and implementation challenges. Future work points to the need for further learning experiences and to improve research reliability, transferability, and validity.

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supporting

confidence: 93%

Experiential Learning for Circular Operations Management in Higher Education

Salinas-Navarro,

Arias-Portela,

González de la Cruz

et al. 2024

Sustainability

Self Cite

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“…In 2017, the online plattform "GOAL Project" was created to support undergraduate students' learning on supply chain management and increase their engagement. This platform contains innovative learning materials, including videos, notes, quizzes, simulators, and games (Pacheco-Velázquez, 2015;Pacheco-Velazquez & Aguilar-Avalo, 2019;Pacheco-Velazquez & Viscarra-Campos, 2019;Salinas-Navarro, Pacheco-Velazquez, Arana-Solares & Palma-Mendoza, 2020;Pacheco & Palma-Mendoza, 2021;Pacheco-Velazquez, 2022). An adapted version of a well-known SDL survey (Fisher et al, 2001) was implemented from 2017 to 2020 across multiple academic terms.…”

Section: Introductionmentioning

confidence: 99%

Developing learning skills through game-based learning in complex scenarios: A case in undergraduate logistics education

Pacheco-Velazquez,

Rodés,

Salinas-Navarro

2024

J. Technol. Sci. Educ.

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This study investigates the impact of game-based learning (GBL), an increasingly popular educational approach, on the development of self-directed learning (SDL) skills in complex scenarios, particularly in undergraduate logistics education. A key component of the three year study is LOST (Logistics Education Simulator), a serious game platform, deployed in an undergraduate engineering course in Mexico. An extensive literature review was carried out using Scopus to examine recent works published between 2019 and 2024, providing a state-of-the-art overview of the field. Subsequently, a survey based on the scale created by Fisher, King, and Tague (2001), known for its extensively evaluated internal consistency, revealed five distinct factors of self-directed learning. The findings underscore that the LOST platform significantly enhances self-directed learning, promoting the development of Self-management Skills, Openness to Learning Opportunities, Initiative and Independence in Learning, Self-concept as an Effective Learner, and Love of Learning. The students demonstrated a significant increase in their perception of these skills over the course of the study, highlighting the effectiveness of GBL in promoting such learning skills. These findings highlight the multidimensional nature of learning skills that can be fostered through GBL. The study concludes by discussing the vital role of GBL in complex scenarios, particularly in enhancing the development of self-directed learning skills in undergraduate logistics education.

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“…Today, in the era of digitalization of information, it is appreciated that university students tend to read and write less due to the use of digital platforms with videos where they learn new topics through tutorials or virtual classes [7,8]. University students rarely go to the library to look for printed books, but rather prefer to use digital books, for example.…”

Section: Introduction 1the Reality Faced By Undergraduate Engineering...mentioning

confidence: 99%

“…These studies are available in scientific databases as scientific articles and can be found in: Scopus, Web of Science, Science Direct, IEEE, Dialnet, ProQuest, EBSCO, Springer, Nature, MDPI, Scielo, among others. Another alternative to obtaining information to develop research by students is to access repositories from different universities and download undergraduate and graduate theses[8].…”

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confidence: 99%

Research Thesis for Undergraduate Engineering Programs in the Digitalization Era: Learning Strategies and Responsible Research Conduct Road to a University Education 4.0 Paradigm

et al. 2023

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Many university students have doubts about how or where to start writing their undergraduate thesis work; it is common not to be clear how to identify a research problem or even towards which topic their research is oriented, and there are doubts about how to process and systematize so much information available in the era of digitalization. This article presents learning strategies to formulate a research thesis for engineering undergraduate programs, with an emphasis on the use of information and communication technologies (ICTs) toward a University Education 4.0 paradigm. The main themes and issues discussed in this article, carried out through learning strategies for students based on the scientific method, are the following: (i) Recommendations for choosing a research topic, (ii) Guidelines for problem identification and question research, (iii) Suggestions for choosing a thesis advisor, (iv) Instructions for finding suitable sources of information, (v) Structure of the table of contents for writing the thesis manuscript, and (vi) Indications for preparing an oral defense of thesis research. This article highlights recommendations and precautions directed towards professors and students with the use of the chatbot-type artificial intelligence (AI) tool called ChatGPT for the formulation of the thesis under a responsible conduct approach in research. This article concludes that the application of tutoring/guidance strategies between professors and students requires an adequate ethical use of information and communication technologies (ICTs) during the development of a research thesis to generate a comprehensive educational environment that encourages research and develops a sustainable learning process in the context of the University Education 4.0 paradigm.

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Digitally Enabled Experiential Learning Spaces for Engineering Education 4.0

Cited by 9 publications

References 46 publications

Experiential Learning for Circular Operations Management in Higher Education

Experiential Learning for Circular Operations Management in Higher Education

Developing learning skills through game-based learning in complex scenarios: A case in undergraduate logistics education

Research Thesis for Undergraduate Engineering Programs in the Digitalization Era: Learning Strategies and Responsible Research Conduct Road to a University Education 4.0 Paradigm

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