Chapter in Bookhttp://dspace.unimap.edu.my:80/xmlui/handle/123456789/83602024-03-29T11:51:58Z2024-03-29T11:51:58ZMeasuring the acquisition of engineering laboratory experience through the application of e-Learning: a pilot study in UniMAPZol Bahri, Razali, Dr.Mohammad Harith, Amlushttp://dspace.unimap.edu.my:80/xmlui/handle/123456789/618022019-09-11T04:56:41Z2015-01-01T00:00:00ZMeasuring the acquisition of engineering laboratory experience through the application of e-Learning: a pilot study in UniMAP
Zol Bahri, Razali, Dr.; Mohammad Harith, Amlus
Universities are placed under considerable pressure to produce employable graduates as the number of unemployed graduates is steadily on the rise. Industries are finding it increasingly difficult to find suitable candidates.Poor working skills and inexperienced engineers are also suggesting that engineering graduates do not seem to be aware of the kinds of experience needed in their work. Experience is often referred to as the ability of a person to solve practical challenges in a given domain. The lack of experience may be due to the way in which explicit knowledge is valued and subsequently assessed in engineering education through examinations, tests, laboratory reports and tutorial exercises. The lack of effective assessments of experience indicates implicit devaluation of experience which can significantly impair engineering students’ ability to acquire and value experience.
Link to publisher's homepage at http://www.ukm.my/ctlt/
2015-01-01T00:00:00ZExperience on blended learning: towards e-LaboratoryZol Bahri, Razali, Dr.Latifah Munirah, Kamarudinhttp://dspace.unimap.edu.my:80/xmlui/handle/123456789/401902015-06-23T01:20:12Z2014-01-01T00:00:00ZExperience on blended learning: towards e-Laboratory
Zol Bahri, Razali, Dr.; Latifah Munirah, Kamarudin
Engineering Education in UniMAP is a profession devoted to harnessing and modifying the three fundamental resources that are available for the creation of all technology: energy, materials, and information. Therefore, engineers seek to manipulate material and energy for the benefit of humankind. This task will successfully be achieved if the engineers, technicians and others have knowledge and experience related to the specific engineering field (Trevelyan, 2007 & 2008). Although the appropriate use of relevant science and technology is essential in engineering education, and though all engineers insist on the need to teach students the fundamental sciences underlying engineering practice, curriculum designers have so far shown only limited interest in the possible applications of learning science to engineering education (Chisholm, 1990).
Research carried out in the past two decades into trying to understand how students learn does seem, however, to open up new opportunities for a re-appraisal of traditional curriculum structures and delivery methods. More precise specifications for different domains of learning have been established, for example:
- knowledge (remembering, ability to recall),
- skills (ability to perform tasks),
- understanding (familiarity with concepts, sometimes called "deep learning"), and
- the affective domain (attitudes and values).
At the same time, students have been found to differ significantly in the actual way they learn and gain experience. They can be serialist or holist learners, visualisers, verbalisers, or doers (Borrego, 2007). Learning material has to be adapted to the needs of the different kinds of learners. Deep learning, that is, learning for understanding, is aided by providing a rich educational environment to cater for different learning characteristics (Brown & Atkins, 1988) while practice is essential for learning skills (Chisholm, 1990). Therefore, at university or college level, engineering education helps students gain the foundation for acquiring knowledge and experience that will help them in engineering practice.
Link to publisher's homepage at http://www.ukm.my/ctlt/en/
2014-01-01T00:00:00ZAn evaluation of students’ practical intelligence and ability to diagnose equipment faultsZol Bahri, Razali, Dr.Trevelyan, Jameshttp://dspace.unimap.edu.my:80/xmlui/handle/123456789/259802013-06-21T03:21:52Z2012-01-01T00:00:00ZAn evaluation of students’ practical intelligence and ability to diagnose equipment faults
Zol Bahri, Razali, Dr.; Trevelyan, James
Empirical studies suggest that practical intelligence acquired in engineering laboratories is valuable in engineering practice and could also be a useful learning outcome that is a result from a laboratory experience. To prove this, the author started a project to understand further about the practical learning outcomes from traditional laboratory classes. When tools used by psychologists were applied to measure practical intelligence in an electronics laboratory class, not only could a significant gain in hands-on practical intelligence be measured, but students’ ability to diagnose equipment faults could also be predicted. For the first time, therefore, the author can demonstrate that there are real advantages inherent in hands-on laboratory classes, and supported by Outcome Based Education (OBE) method, it is possible to measure this advantage. It is possible that measurements of practical intelligence may reveal new and more powerful ways for students to acquire practical knowledge. The results firstly demonstrate the ability to devise effective ways to assess the outcomes of practical intelligence acquired by engineering students from their laboratory experiences. The results from the study show that the score on practical intelligence outcomes is proportional with the outcomes of the ability in diagnosing equipment faults. Therefore, the novel results suggest that practical intelligence scores predict the ability to diagnose experiment faults for similar laboratory equipment.
Link to publisher's homepage at http://www.igi-global.com
2012-01-01T00:00:00ZWhat do students gain from laboratory experiences?Trevelyan, JamesZol Bahri, Razali, Dr.http://dspace.unimap.edu.my:80/xmlui/handle/123456789/259652013-06-19T07:50:19Z2012-01-01T00:00:00ZWhat do students gain from laboratory experiences?
Trevelyan, James; Zol Bahri, Razali, Dr.
The University of Western Australia invested significant funding to develop and test new technologies for student learning using the internet, including a substantial investment in remote access laboratories. Over 15 years of operation, some significant limiting factors have become apparent. The technology has not been widely adopted, either in our own faculty or elsewhere. Nearly all engineering laboratory classes still follow traditional patterns, as do lecture and tutorial classes. Therefore it is worth asking why the adoption of such an apparently attractive technology has been so much slower than expected. To answer this question we started a project to understand more about the practical learning outcomes from traditional laboratory classes. When we applied tools from psychologists to measure practical intelligence in an electronics laboratory class, we not only found we could measure a significant gain in hands-on practical intelligence, but also predict students’ ability to diagnose equipment faults. For the first time, therefore, we can demonstrate that there are real advantages inherent in hands-on laboratory classes, and we can measure this advantage. It is possible that measurements of practical intelligence may reveal new and more powerful ways for students to acquire practical knowledge and skills from remote laboratories as well.
Link to publisher's homepage at http://www.igi-global.com
2012-01-01T00:00:00Z