Ergonomics of Learning in a Very Descriptive Applied Human Factors Course

Rathod, Mulchand S.

doi:10.1115/imece2005-79719

Cited by 3 publications

(2 citation statements)

References 9 publications

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“…The coordination of the project is found to be correlated with the performance of distance learning. Rathod (2005) tests student learning levels with multimedia distance learning. It is determined that multimedia distance learning is more effective than traditional ways.…”

Section: Introductionmentioning

confidence: 99%

A novel distance learning ergonomics checklist and risk evaluation methodology: A case of Covid‐19 pandemic

Ayyıldız

Gümüş

2021

Hum Ftrs & Erg Mfg Svc

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Many governments decided to cancel face‐to‐face teaching and learning activities in schools and universities. They replaced them with online teaching and distance learning activities to prevent the spread of Coronavirus disease 2019 (COVID‐19). Due to this sudden change, students experienced some anthropometric, environmental, and psychosocial difficulties at home during the distance learning process. This study focuses on determining the importance of anthropometric, environmental, and psychosocial factors in the distance learning process during the COVID‐19 pandemic. This study presents main factors and their subfactors affecting ergonomic conditions of university students during distance learning. A novel distance learning ergonomics checklist is proposed based on the Occupational Safety and Health Administration checklists. The data are collected via a questionnaire filled by 100 university students who attend the Ergonomics course online. Then, the integrated methodology includes Voting Analytic Hierarchy Process integrated Pythagorean Fuzzy Technique for Order Preference by Similarity to An Ideal Solution method is adopted to prioritize the factors determined. Thirty‐nine different subfactors are evaluated under five titles, and the most important factors are determined using the proposed methodology. With the results achieved, it is seen that the suggested checklist and proposed methodology can be used by public and private education organizations as a guide for improving their distance learning strategies.

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Section: Introductionmentioning

confidence: 99%

A novel distance learning ergonomics checklist and risk evaluation methodology: A case of Covid‐19 pandemic

Ayyıldız

Gümüş

2021

Hum Ftrs & Erg Mfg Svc

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“…There are a number of instructional methods being developed and practiced in higher education as a means of changing the traditional teaching methodologies [1][2][3][4][5][6][7][8][9][10][11][12][13]. Some of these include cooperative learning, case based teaching, writing across the curriculum, and writing to learn.…”

Section: Teaching Pedagogymentioning

confidence: 99%

A Short Course In Understanding Prints For Auto Manufacturing Plants

Rathod¹

2007 Annual Conference &Amp; Exposition Proceedings

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is recognized for a career of dedicated, unselfish service to engineering and technology education, as a leader in education, faculty member, and as a contributor to professional societies. Dr Rathod lead the Division of Engineering Technology as director and chair during 1987-2003. Prior to joining WSU, he worked at State University of New York at Binghamton as coordinator of mechanical engineering technology program holding the ranks of assistant and associate professor (1979-87); Tuskegee University as assistant professor of mechanical engineering (1976-78), and Jackson Engineering Graduate Program as adjunct faculty (1975-76). Over the period 1980-85, he was employed in summers and academic years at Jet Propulsion Laboratory (JPL) of California Institute of Technology and IBM. He worked in HVAC industry with B&B Consulting Engineers (1975-76). He earned his B.E. (Mechanical) degree from Sardar Patel University in India in 1970. Upon immigrating to USA, he earned his M.S. (1972) and his Ph.D. (1975), both in Mechanical Engineering from Mississippi State University. His specialty areas of interest include renewable energy, biomedical engineering, HVAC, electronic cooling and packaging, and education pedagogy. While at Tuskegee, he performed research in energy and conducted summer pre-engineering programs for minorities and women. His mechanical design of a GSA building was granted most energy efficient HVAC award by American Society of Heating, Refrigeration, and Air Conditioning Engineers (ASHRAE) chapter in 1976. He performed research on photovoltaic cells and electronic cooling while with IBM and JPL. At Wayne State, he started new BS degree programs in computer, electromechanical, manufacturing, and product design engineering technologies; and a MSET degree. A nationally known leader in engineering and technology education, he took the engineering profession to middle schools during 1996-2001 and conducted enrichment programs for 8th grade students and middle school teachers. A registered professional engineer and member of Pi Tau Sigma Mechanical Engineering and Tau Beta Pi Engineering honor societies, Dr. Rathod is active in American Society for Engineering Education (ASEE), ASHRAE, American Society of Mechanical Engineering (ASME), Professional Order of Engineering Technology (POET), Society of Manufacturing Engineers (SME), and Tau Alpha Pi (TAP) National Honor Society for Engineering Technology. He founded student chapters of SME, TAP, and ASME at SUNY-Binghamton and WSU, and lead as faculty advisor. He served in leadership roles of MET Department Heads Committee of ASME and organized first paper session on applied research. Also, he has served on ASME Boards (Engineering Education, Minorities and Women (Vice President), Diversity and Outreach (Vice President), Metrication, and Regions III and V Operations); Councils (Education, Public Affairs); and representative to Technology Accreditation Commission (TAC) of Accreditation Board for Engineering and Technology (ABET). Dr. Rathod has been the ASEE camp...

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Improving Learning Outcomes of a Course in Instrumentation

Rathod

2006

Innovations in Engineering Education: Mechanical Engineering Education, Mechanical Engineering Technology Department Heads

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Many engineering educators have become sensitive to the improved outcome of student learning in their classes. This has been true for our colleagues in the colleges of education where teachers are prepared for the teaching pedagogy. In many cultures as well as ours, the teaching profession is upheld as a noble profession. At the same time, the university faculty are held with high esteem by the general population. Faculty teaching in undergraduate programs have begun to address the pedagogy of learning in recent years. There is a national trend towards helping in this phenomenon. Besides funding initiatives by organizations such as the National, Science Foundation, engineering professional societies continue to organize forums and awards to recognize and promote teaching and learning of engineering subject matter. This paper would address an experiment in improved learning by students of a subject matter that is laboratory based. The instrumentation course is a required course for engineering technology (ET) students pursuing mechanical, manufacturing/industrial, product design, and electromechanical majors at Wayne State University (WSU). Most engineering technology students are more comfortable with experimental techniques than with derivation of equations and formulas. Setting for this course was a multi-media distance learning classroom and a set of lab experiments. The teacher had an important task of not just covering the material, but to increase student interest to optimize their learning. Although all the teaching materials were prepared for presentation in power point, after discussion with the class it was decided to make the learning process different from the traditional teaching. The class was divided in three groups and each group was given a reading assignment covering one third of the material to be covered in each session. Each team met on a regular basis going over its assignment and breaking up the tasks for each team member to lead presentation and discussion for the whole class. Learning objectives addressed in the course included team work, effective communication, system design and testing, continued student participation, effective learning for long term retention besides the contents of the subject matter. Overall, student really felt they were learning a lot and new things. This paper summarizes a very positive experience of students and faculty dealing with learning pedagogy.

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Ergonomics of Learning in a Very Descriptive Applied Human Factors Course

Cited by 3 publications

References 9 publications

A novel distance learning ergonomics checklist and risk evaluation methodology: A case of Covid‐19 pandemic

A novel distance learning ergonomics checklist and risk evaluation methodology: A case of Covid‐19 pandemic

A Short Course In Understanding Prints For Auto Manufacturing Plants

Improving Learning Outcomes of a Course in Instrumentation

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