Intensive Mode Teaching for the delivery of engineering content to students at a Chinese university

Peter Doe, Seeta Jaikaran-Doe, Sarah Lyden, Liu Ming, Ren Bingzhonga, Yang Penga, Sally Male

Research output: Chapter in Book/Conference paperConference paper

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Abstract

SESSION Integration of theory and practice in the learning and teaching process’
CONTEXT Interactive Intensive Mode Teaching (IMT) techniques were used to deliver an engineering design and project management unit at a Chinese university. A proportion of Chinese students studying this unit transferred to the University of Tasmania to complete a Bachelor of Engineering with Honours degree in a further two years (2+2 Program). The unit was delivered over a period of six weeks to large classes (75 and 115 students). At the same time students intending to transfer to UTAS undertook an English language academic
skills unit. Both units were facilitated by the introduction of an on-line learning management system (Cloudcampus).
PURPOSE This study examines the effectiveness of the interactive IMT technique for the delivery of KNJ211 Engineering Design and Project Management by comparison with the traditional, didactic style of teaching employed by the same teacher in the previous year; the synergy between the engineering unit and an English language unit, delivered by the second author at the same time, is also explored.
APPROACH The effectiveness of interactive IMT delivery was evaluated through students' performances in aligned assessment tasks comprising a 5-minute video report on design studio group-work, in-class tests of content knowledge and an individual task. Students' engagement with IMT is examined through the lens of their use of Cloudcampus.
RESULTS The students' overall and in-class test results were significantly different from those of the previous year when the unit was delivered by the teacher-centred didactic method. A factor that may have contributed to this outcome is students' unfamiliarity with accessing the on-line content.
CONCLUSIONS Students' technical English language skills present a challenge to
effective delivery of engineering content. Some IMT techniques proved to be effective.
Original languageEnglish
Title of host publicationProceedings of 28th Annual Conference of the Australasian Association for Engineering Education (AAEE 2017)
EditorsNazmul Huda, David Inglis, Nicholas Tse, Graham Town
Place of PublicationSydney
PublisherMacquarie University
Pages474-483
Number of pages10
ISBN (Electronic)9780646980263
Publication statusPublished - 2017
Event28th Annual Conference of the Australasian Association for Engineering Education (AAEE 2017): Integrated Engineering - Manly, Sydney, Australia
Duration: 10 Dec 201713 Dec 2017
http://www.aaee.net.au/index.php/conference/aaee2017

Conference

Conference28th Annual Conference of the Australasian Association for Engineering Education (AAEE 2017)
Abbreviated titleAAEE2017
CountryAustralia
CitySydney
Period10/12/1713/12/17
Internet address

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engineering
university
Teaching
student
English language
project management
didactics
theory of integration
group work
bachelor
teacher
synergy
honor
technical language
learning
video
management
performance

Cite this

Doe, P., Jaikaran-Doe, S., Lyden, S., Ming, L., Bingzhonga, R., Penga, Y., & Male, S. (2017). Intensive Mode Teaching for the delivery of engineering content to students at a Chinese university. In N. Huda, D. Inglis, N. Tse, & G. Town (Eds.), Proceedings of 28th Annual Conference of the Australasian Association for Engineering Education (AAEE 2017) (pp. 474-483). [088] Sydney: Macquarie University.
Doe, Peter ; Jaikaran-Doe, Seeta ; Lyden, Sarah ; Ming, Liu ; Bingzhonga, Ren ; Penga, Yang ; Male, Sally. / Intensive Mode Teaching for the delivery of engineering content to students at a Chinese university. Proceedings of 28th Annual Conference of the Australasian Association for Engineering Education (AAEE 2017). editor / Nazmul Huda ; David Inglis ; Nicholas Tse ; Graham Town. Sydney : Macquarie University, 2017. pp. 474-483
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title = "Intensive Mode Teaching for the delivery of engineering content to students at a Chinese university",
abstract = "SESSION Integration of theory and practice in the learning and teaching process’CONTEXT Interactive Intensive Mode Teaching (IMT) techniques were used to deliver an engineering design and project management unit at a Chinese university. A proportion of Chinese students studying this unit transferred to the University of Tasmania to complete a Bachelor of Engineering with Honours degree in a further two years (2+2 Program). The unit was delivered over a period of six weeks to large classes (75 and 115 students). At the same time students intending to transfer to UTAS undertook an English language academicskills unit. Both units were facilitated by the introduction of an on-line learning management system (Cloudcampus).PURPOSE This study examines the effectiveness of the interactive IMT technique for the delivery of KNJ211 Engineering Design and Project Management by comparison with the traditional, didactic style of teaching employed by the same teacher in the previous year; the synergy between the engineering unit and an English language unit, delivered by the second author at the same time, is also explored.APPROACH The effectiveness of interactive IMT delivery was evaluated through students' performances in aligned assessment tasks comprising a 5-minute video report on design studio group-work, in-class tests of content knowledge and an individual task. Students' engagement with IMT is examined through the lens of their use of Cloudcampus.RESULTS The students' overall and in-class test results were significantly different from those of the previous year when the unit was delivered by the teacher-centred didactic method. A factor that may have contributed to this outcome is students' unfamiliarity with accessing the on-line content.CONCLUSIONS Students' technical English language skills present a challenge toeffective delivery of engineering content. Some IMT techniques proved to be effective.",
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author = "Peter Doe and Seeta Jaikaran-Doe and Sarah Lyden and Liu Ming and Ren Bingzhonga and Yang Penga and Sally Male",
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Doe, P, Jaikaran-Doe, S, Lyden, S, Ming, L, Bingzhonga, R, Penga, Y & Male, S 2017, Intensive Mode Teaching for the delivery of engineering content to students at a Chinese university. in N Huda, D Inglis, N Tse & G Town (eds), Proceedings of 28th Annual Conference of the Australasian Association for Engineering Education (AAEE 2017)., 088, Macquarie University, Sydney, pp. 474-483, 28th Annual Conference of the Australasian Association for Engineering Education (AAEE 2017), Sydney, Australia, 10/12/17.

Intensive Mode Teaching for the delivery of engineering content to students at a Chinese university. / Doe, Peter; Jaikaran-Doe, Seeta; Lyden, Sarah; Ming, Liu; Bingzhonga, Ren; Penga, Yang; Male, Sally.

Proceedings of 28th Annual Conference of the Australasian Association for Engineering Education (AAEE 2017). ed. / Nazmul Huda; David Inglis; Nicholas Tse; Graham Town. Sydney : Macquarie University, 2017. p. 474-483 088.

Research output: Chapter in Book/Conference paperConference paper

TY - GEN

T1 - Intensive Mode Teaching for the delivery of engineering content to students at a Chinese university

AU - Doe, Peter

AU - Jaikaran-Doe, Seeta

AU - Lyden, Sarah

AU - Ming, Liu

AU - Bingzhonga, Ren

AU - Penga, Yang

AU - Male, Sally

PY - 2017

Y1 - 2017

N2 - SESSION Integration of theory and practice in the learning and teaching process’CONTEXT Interactive Intensive Mode Teaching (IMT) techniques were used to deliver an engineering design and project management unit at a Chinese university. A proportion of Chinese students studying this unit transferred to the University of Tasmania to complete a Bachelor of Engineering with Honours degree in a further two years (2+2 Program). The unit was delivered over a period of six weeks to large classes (75 and 115 students). At the same time students intending to transfer to UTAS undertook an English language academicskills unit. Both units were facilitated by the introduction of an on-line learning management system (Cloudcampus).PURPOSE This study examines the effectiveness of the interactive IMT technique for the delivery of KNJ211 Engineering Design and Project Management by comparison with the traditional, didactic style of teaching employed by the same teacher in the previous year; the synergy between the engineering unit and an English language unit, delivered by the second author at the same time, is also explored.APPROACH The effectiveness of interactive IMT delivery was evaluated through students' performances in aligned assessment tasks comprising a 5-minute video report on design studio group-work, in-class tests of content knowledge and an individual task. Students' engagement with IMT is examined through the lens of their use of Cloudcampus.RESULTS The students' overall and in-class test results were significantly different from those of the previous year when the unit was delivered by the teacher-centred didactic method. A factor that may have contributed to this outcome is students' unfamiliarity with accessing the on-line content.CONCLUSIONS Students' technical English language skills present a challenge toeffective delivery of engineering content. Some IMT techniques proved to be effective.

AB - SESSION Integration of theory and practice in the learning and teaching process’CONTEXT Interactive Intensive Mode Teaching (IMT) techniques were used to deliver an engineering design and project management unit at a Chinese university. A proportion of Chinese students studying this unit transferred to the University of Tasmania to complete a Bachelor of Engineering with Honours degree in a further two years (2+2 Program). The unit was delivered over a period of six weeks to large classes (75 and 115 students). At the same time students intending to transfer to UTAS undertook an English language academicskills unit. Both units were facilitated by the introduction of an on-line learning management system (Cloudcampus).PURPOSE This study examines the effectiveness of the interactive IMT technique for the delivery of KNJ211 Engineering Design and Project Management by comparison with the traditional, didactic style of teaching employed by the same teacher in the previous year; the synergy between the engineering unit and an English language unit, delivered by the second author at the same time, is also explored.APPROACH The effectiveness of interactive IMT delivery was evaluated through students' performances in aligned assessment tasks comprising a 5-minute video report on design studio group-work, in-class tests of content knowledge and an individual task. Students' engagement with IMT is examined through the lens of their use of Cloudcampus.RESULTS The students' overall and in-class test results were significantly different from those of the previous year when the unit was delivered by the teacher-centred didactic method. A factor that may have contributed to this outcome is students' unfamiliarity with accessing the on-line content.CONCLUSIONS Students' technical English language skills present a challenge toeffective delivery of engineering content. Some IMT techniques proved to be effective.

KW - intensive mode teaching

KW - China

KW - Engineering

M3 - Conference paper

SP - 474

EP - 483

BT - Proceedings of 28th Annual Conference of the Australasian Association for Engineering Education (AAEE 2017)

A2 - Huda, Nazmul

A2 - Inglis, David

A2 - Tse, Nicholas

A2 - Town, Graham

PB - Macquarie University

CY - Sydney

ER -

Doe P, Jaikaran-Doe S, Lyden S, Ming L, Bingzhonga R, Penga Y et al. Intensive Mode Teaching for the delivery of engineering content to students at a Chinese university. In Huda N, Inglis D, Tse N, Town G, editors, Proceedings of 28th Annual Conference of the Australasian Association for Engineering Education (AAEE 2017). Sydney: Macquarie University. 2017. p. 474-483. 088