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Learning approach in engineering dynamics course of mechatronic engineering technology programme in theoretical and experimental learning scenarios

How crucial are engineering mechanics courses for Mechatronic Engineering Technology Programme (METP)? Engineering dynamics is one of the mechanical fundamental courses taught in METP, UiTM Shah Alam, Malaysia. Teaching engineering mechanics courses can be challenging for several reasons: abstract c...

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Main Authors: Hafizan Hashim,, Noor Azean Anis Abd Aziz,, Hanita Hashim,
Format: Article
Language:English
Published: Penerbit Universiti Kebangsaan Malaysia 2023
Online Access:http://journalarticle.ukm.my/22344/1/A%209.pdf
http://journalarticle.ukm.my/22344/
https://ejournal.ukm.my/ajtlhe/index
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spelling my-ukm.journal.223442023-10-17T01:00:04Z http://journalarticle.ukm.my/22344/ Learning approach in engineering dynamics course of mechatronic engineering technology programme in theoretical and experimental learning scenarios Hafizan Hashim, Noor Azean Anis Abd Aziz, Hanita Hashim, How crucial are engineering mechanics courses for Mechatronic Engineering Technology Programme (METP)? Engineering dynamics is one of the mechanical fundamental courses taught in METP, UiTM Shah Alam, Malaysia. Teaching engineering mechanics courses can be challenging for several reasons: abstract concepts, math-intensive, and diverse backgrounds. Even though deep learning is mostly desirable in higher education, the learning scenarios can sometimes inspire different learning styles. The purpose of this study is to examine the learning approach adopted by mechatronic engineering technology students during engineering dynamics course in two learning situations: theoretical and experimental learning. Samples were recruited from the first cohort of METP students in UiTM. Online questionnaires that consist of revised R-SPQ-2F were distributed after completion of course assessment. Students were clustered into three types of learning approaches in the two scenarios: deep learning, mixed learning, and surface learning. Results showed that students from different backgrounds adopted different learning approaches in different scenarios. Factors such as previous institution, grade, and theoretical exposures play major roles in classifying students’ learning approaches. The study findings can help improve students’ learning approaches by specifically manipulating changes in the learning environment. Penerbit Universiti Kebangsaan Malaysia 2023-06 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/22344/1/A%209.pdf Hafizan Hashim, and Noor Azean Anis Abd Aziz, and Hanita Hashim, (2023) Learning approach in engineering dynamics course of mechatronic engineering technology programme in theoretical and experimental learning scenarios. AJTLHE: ASEAN Journal of Teaching and Learning in Higher Education, 15 (1). pp. 147-162. ISSN 1985-5826 https://ejournal.ukm.my/ajtlhe/index
institution Universiti Kebangsaan Malaysia
building Tun Sri Lanang Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Kebangsaan Malaysia
content_source UKM Journal Article Repository
url_provider http://journalarticle.ukm.my/
language English
description How crucial are engineering mechanics courses for Mechatronic Engineering Technology Programme (METP)? Engineering dynamics is one of the mechanical fundamental courses taught in METP, UiTM Shah Alam, Malaysia. Teaching engineering mechanics courses can be challenging for several reasons: abstract concepts, math-intensive, and diverse backgrounds. Even though deep learning is mostly desirable in higher education, the learning scenarios can sometimes inspire different learning styles. The purpose of this study is to examine the learning approach adopted by mechatronic engineering technology students during engineering dynamics course in two learning situations: theoretical and experimental learning. Samples were recruited from the first cohort of METP students in UiTM. Online questionnaires that consist of revised R-SPQ-2F were distributed after completion of course assessment. Students were clustered into three types of learning approaches in the two scenarios: deep learning, mixed learning, and surface learning. Results showed that students from different backgrounds adopted different learning approaches in different scenarios. Factors such as previous institution, grade, and theoretical exposures play major roles in classifying students’ learning approaches. The study findings can help improve students’ learning approaches by specifically manipulating changes in the learning environment.
format Article
author Hafizan Hashim,
Noor Azean Anis Abd Aziz,
Hanita Hashim,
spellingShingle Hafizan Hashim,
Noor Azean Anis Abd Aziz,
Hanita Hashim,
Learning approach in engineering dynamics course of mechatronic engineering technology programme in theoretical and experimental learning scenarios
author_facet Hafizan Hashim,
Noor Azean Anis Abd Aziz,
Hanita Hashim,
author_sort Hafizan Hashim,
title Learning approach in engineering dynamics course of mechatronic engineering technology programme in theoretical and experimental learning scenarios
title_short Learning approach in engineering dynamics course of mechatronic engineering technology programme in theoretical and experimental learning scenarios
title_full Learning approach in engineering dynamics course of mechatronic engineering technology programme in theoretical and experimental learning scenarios
title_fullStr Learning approach in engineering dynamics course of mechatronic engineering technology programme in theoretical and experimental learning scenarios
title_full_unstemmed Learning approach in engineering dynamics course of mechatronic engineering technology programme in theoretical and experimental learning scenarios
title_sort learning approach in engineering dynamics course of mechatronic engineering technology programme in theoretical and experimental learning scenarios
publisher Penerbit Universiti Kebangsaan Malaysia
publishDate 2023
url http://journalarticle.ukm.my/22344/1/A%209.pdf
http://journalarticle.ukm.my/22344/
https://ejournal.ukm.my/ajtlhe/index
_version_ 1781705648837230592
score 13.211869

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