Teaching Simulation to Generation Z Engineering Students: Lessons Learned from a Flipped Classroom Pilot Study

Alvarado, Michelle; Basinger, Katie; Lahijanian, Behshad; Alvarado, Diego Armando Retana

doi:10.1109/wsc48552.2020.9383950

Cited by 9 publications

(5 citation statements)

References 14 publications

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“…According to a study, using a flipped classroom in an engineering course can help instructors cover more material than in a traditional classroom [18]. Researchers explained that a flipped classroom shifts the lower level of cognitive work of Bloom's Taxonomy (remember and understand) to the home environment, while the higher forms of cognitive work (apply, analyze, evaluate, and create) remain in the classroom [22,59].…”

Section: Blended Learning Using a Flipped Classroom Approachmentioning

confidence: 99%

Blended learning for engineering education 4.0: Students' perceptions and their learning difficulties

Low

Lee

Sidhu

et al. 2023

Comp Applic In Engineering

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Engineering education plays a vital role in nurturing high‐quality engineers to meet the demands of the industry. The advancement in Information and Communication Technology (ICT) has provided greater potential as a supporting tool in engineering education. Previous research has emphasized the need to further investigate the learning difficulties faced by engineering students to enhance their learning experience. Although the implementation of blended learning using the flipped classroom approach has gained popularity in tertiary education, there is a lack of research on students' perception of this approach in engineering education. This exploratory study focuses on the Engineering domain, specifically investigating students' learning difficulties in Mechanics Dynamics and their attitudes toward blended learning using the flipped classroom approach in engineering education. Using data collected from 121 students at Universiti Tenaga Nasional (UNITEN), Malaysia, this study employed descriptive statistics and multiple linear regression to analyze the data. Three models related to students' learning difficulties were proposed based on the outcomes of exploratory factor analysis. The results indicate that students encountered difficulties in learning Mechanics Dynamics, particularly in visualizing concepts and solving problems involving three dimensions. The findings and analysis demonstrate significant results (p < .05), supporting the hypotheses of the three proposed models. Additionally, the majority of students (66.1%) exhibited a positive attitude toward the use of the flipped classroom approach in engineering courses. The research findings serve as a preliminary requirement for the development of a software prototype to investigate the efficacy of the flipped classroom approach in engineering courses.

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Section: Blended Learning Using a Flipped Classroom Approachmentioning

confidence: 99%

Blended learning for engineering education 4.0: Students' perceptions and their learning difficulties

Low

Lee

Sidhu

et al. 2023

Comp Applic In Engineering

View full text Add to dashboard Cite

show abstract

“…Several studies have focused on simulation education as part of taught undergraduate programs. For example, Alvarado et al (2020) reports on a simulation course transitioned from traditional to flipped classroom for Generation Z engineering students. A study of teaching practices through a survey among faculty lecturers and practitioners that teach or have taught simulation in undergraduate courses, highlight the balance between theory and practice, where the teachers consider that simulation projects are valuable to consolidate the learning process (Aurélio de Mesquita et al 2019).…”

Section: Related Workmentioning

confidence: 99%

An Educational Model for Competence Development Within Simulation and Technologies for Industry 4.0

Eriksson

Branneby

Hagelin

2021

2021 Winter Simulation Conference (WSC)

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In the era of industry 4.0 businesses are pursuing applications of technological developments towards increased digitization. This in turn necessitates continuous and increasing demand for competence development of professionals. This paper reports a study of the design of university courses targeted towards professionals and investigate how such an educational incentive can act as a catalyst for application of technologies for industry 4.0, including simulation. Quantitative data is collected from fifteen courses addressing the competence need in manufacturing industry, and the qualitative data includes ten focus groups with course participants from companies. The results highlight that the course design enables knowledge exchange between university and industry and between participants. Moreover the pedagogy of working on real cases can facilitate opportunities for introducing new technologies to management. The study shows that the educational incentive explored can act as a catalyst for application of simulation and technologies within industry 4.0 in manufacturing industry.

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“…In addition, many instructors use this type of asynchronous instruction during their flipped classrooms in which students complete modules and assignments that review key concepts prior to class and have an opportunity to then apply it when in the classroom (Al Mulhim, 2021;Alvarado, 2020;Rehman & Fatima, 2021). We realize that asynchronous instruction may not be possible during the whole semester but providing those opportunities can be advantageous to your students' performance and attitude toward the class, especially in uncertain times (such as the Pandemic).…”

Section: Be Flexiblementioning

confidence: 99%

Technologies for Teaching in an Online Environment

Ellis

Lane

Hollas

et al. 2021

IISIT

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Aim/Purpose: The authors provide different technology applications useful in online instruction in addition to providing effective strategies for use in a virtual environment. Background: Last year, educators were forced to move their instruction online almost overnight. Many were not prepared to teach effectively in a virtual environment. Contribution: This paper serves as a resource to educators who are unfamiliar with teaching online as well as for those who would like to enhance their current practice. Recommendations for Practitioners: Be flexible when teaching in a virtual environment. Remain open to using new and unfamiliar technologies. Be consistent in providing feedback to students and communicate frequently with them. Impact on Society: The abrupt transition for educators, as well as for most workplaces, to an exclusively online environment in response to COVID has long-lasting effects in how business as usual will be conducted. Being proficient and comfortable in navigating a virtual environment is essential. Future Research: As we continue to work virtually, ongoing research that informs our practice is critical for remaining effective educators. Additionally, it is important to remain knowledgeable about current and new technologies available to us. Keywords online instruction, technology applications, strategies

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Teaching Simulation to Generation Z Engineering Students: Lessons Learned from a Flipped Classroom Pilot Study

Cited by 9 publications

References 14 publications

Blended learning for engineering education 4.0: Students' perceptions and their learning difficulties

Blended learning for engineering education 4.0: Students' perceptions and their learning difficulties

An Educational Model for Competence Development Within Simulation and Technologies for Industry 4.0

Technologies for Teaching in an Online Environment

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