Please use this identifier to cite or link to this item:
http://hdl.handle.net/10397/106435
DC Field | Value | Language |
---|---|---|
dc.contributor | School of Professional Education and Executive Development | - |
dc.contributor | Department of Mechanical Engineering | - |
dc.creator | Kahangamage, U | - |
dc.creator | Leung, RCK | - |
dc.date.accessioned | 2024-05-09T00:53:31Z | - |
dc.date.available | 2024-05-09T00:53:31Z | - |
dc.identifier.issn | 0957-7572 | - |
dc.identifier.uri | http://hdl.handle.net/10397/106435 | - |
dc.language.iso | en | en_US |
dc.publisher | Springer Dordrecht | en_US |
dc.rights | © Springer Nature B.V. 2019 | en_US |
dc.rights | This version of the article has been accepted for publication, after peer review (when applicable) and is subject to Springer Nature’s AM terms of use(https://www.springernature.com/gp/open-research/policies/accepted-manuscript-terms), but is not the Version of Record and does not reflect post-acceptance improvements, or any corrections. The Version of Record is available online at: https://doi.org/10.1007/s10798-019-09519-3. | en_US |
dc.subject | Active learning | en_US |
dc.subject | Engineering design | en_US |
dc.subject | Scaffolded knowledge integration | en_US |
dc.subject | Workplace skill development | en_US |
dc.title | Remodelling an engineering design subject to enhance students’ learning outcomes | en_US |
dc.type | Journal/Magazine Article | en_US |
dc.identifier.spage | 799 | - |
dc.identifier.epage | 814 | - |
dc.identifier.volume | 30 | - |
dc.identifier.issue | 4 | - |
dc.identifier.doi | 10.1007/s10798-019-09519-3 | - |
dcterms.abstract | This paper presents details of remodelling of an engineering design subject to enhance students’ learning outcome. The subject is offered for second year mechanical engineering undergraduates in the first semester of the academic year. The basic objective of the subject is to introduce the engineering design practice and to build up the essential skills to carry out open-ended engineering design projects systematically. Before remodelling, the subject had been taught and assessed mainly with the use of techniques normally used for knowledge building subjects. Students were given only limited opportunities to actively engage with the content, peers and the facilitator in-class. Considering the reserved nature of Hong Kong students, the subject was remodelled by incorporating carefully selected active learning methods. The scaffolded knowledge integration framework for instructional design is extensively used for this subject remodelling exercise. The remodelled subject was delivered and the learning outcome achievements were assessed using pre and post survey questionnaires, focus group discussion and individual student’s performance records. The assessment results indicate that the new approach of subject delivery and assessment methods are more effective in achieving intended learning outcomes and well accepted by the students. | - |
dcterms.accessRights | open access | en_US |
dcterms.bibliographicCitation | International journal of technology and design education, Sept 2020, v. 30, no. 4, p. 799-814 | - |
dcterms.isPartOf | International journal of technology and design education | - |
dcterms.issued | 2020-09 | - |
dc.identifier.scopus | 2-s2.0-85065337932 | - |
dc.identifier.eissn | 1573-1804 | - |
dc.description.validate | 202405 bcch | - |
dc.description.oa | Accepted Manuscript | en_US |
dc.identifier.FolderNumber | ME-0459 | en_US |
dc.description.fundingSource | Others | en_US |
dc.description.fundingText | The Hong Kong Polytechnic University | en_US |
dc.description.pubStatus | Published | en_US |
dc.identifier.OPUS | 21778419 | en_US |
dc.description.oaCategory | Green (AAM) | en_US |
Appears in Collections: | Journal/Magazine Article |
Files in This Item:
File | Description | Size | Format | |
---|---|---|---|---|
Kahangamage_Remodelling_Engineering_Design.pdf | Pre-Published version | 347.79 kB | Adobe PDF | View/Open |
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