Abstract
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 language | English |
|---|---|
| Title of host publication | Proceedings of 28th Annual Conference of the Australasian Association for Engineering Education (AAEE 2017) |
| Editors | Nazmul Huda, David Inglis, Nicholas Tse, Graham Town |
| Place of Publication | Sydney |
| Publisher | Macquarie University |
| Pages | 474-483 |
| Number of pages | 10 |
| ISBN (Electronic) | 9780646980263 |
| Publication status | Published - 2017 |
| Event | 28th Annual Conference of the Australasian Association for Engineering Education (AAEE 2017): Integrated Engineering - Manly, Sydney, Australia Duration: 10 Dec 2017 → 13 Dec 2017 http://www.aaee.net.au/index.php/conference/aaee2017 |
Conference
| Conference | 28th Annual Conference of the Australasian Association for Engineering Education (AAEE 2017) |
|---|---|
| Abbreviated title | AAEE2017 |
| Country | Australia |
| City | Sydney |
| Period | 10/12/17 → 13/12/17 |
| Internet address |
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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 paper › Conference 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 -