Due to the numerous challenges facing engineering education, it should be reformed especially in ... more Due to the numerous challenges facing engineering education, it should be reformed especially in engineering curricula, teaching methods and teachers' preparation. Regarding the mobile learning innovations and lack of research about its capabilities for facilitating engineering education reform, this paper aims to investigate and synthesize mobile learning potentials to support the reforming process by reviewing existing studies. The reviewed papers were analyzed using theme analysis method. Providing more opportunities to achieve professional skills and improving personal, authentic and collaborative learning activities, enhancing the quality, accessibility and acceptability of learning resources are the main benefits of mobile learning for engineering education. A number of major challenges faced by Engineering Education necessitate it's reform. These include declining interest in studying engineering among high school students, low professional skills such as communication skills, critical, analytical and creative thinking among engineering graduates, improving teaching and learning theories and educational technologies, shifting program accreditation focus from documentation to outcome-based, decreasing traditional engineering jobs (Felder, 2012). Based on the cognitive/social constructivist education paradigm, Felder (Felder, 2012) asserted that engineering curricula, teaching methods and instructors' preparation approach should be reformed to solve or reduce challenges in engineering education. Effective use of educational technologies is one of his key recommendations for facilitating engineering education reform. Due to the huge potential of mobile learning innovation to facilitate engineering education reform, providing a conceptual framework to organize and describe mobile learning potentials, help the researchers to have a big picture from this innovation for directing their researches to improve effective use of mobile learning for engineering education in their context. Furthermore, it helps the practitioners to provide general policies, strategies, or professional methods to use existing mobile learning facilities and experiences effectively in their institute or organization. Furthermore, it helps the practitioners to provide general policies, strategies, or professional methods to use existing mobile learning facilities and experiences effectively in their institute or organization. Regarding the mentioned reasons, the main objective of this paper is synthesizing mobile learning potentials for facilitating engineering education reform through proposing a conceptual framework. To achieve this objective, the research papers about engineering education reform and mobile learning applications for engineering education were reviewed and analyzed through theme analysis method. This method enabled researchers to reveal domains and their relationships together (Onwuegbuzie et al., 2012; Creswell, 2013). In this paper we discuss mobile learning definitions and its importance at first. Next, we propose a framework to elaborate on the roles which mobile learning can play to facilitate engineering education reforming based on Felder's recommendations (Felder, 2012) and the framework comprising characteristics of m-learning experiences which was proposed by Kearney, Schuck (Kearney et al., 2012). 2.0 AN OVERVIEW OF MOBILE LEARNING There are attempts to define mobile learning based on the novelty or the functionality of the device. Some researchers define it simply as " learning through mobile devices " (Creswell, 2013). However, as discussed by Traxler (Kearney et al., 2012), if mobile learning is defined based on technology, it could fall into the trap of becoming obsolete. The Kearney, Schuck (Onwuegbuzie et al., 2012), suggested a pedagogical framework for mobile learning based on Traxler's approach to mobile learning (Baharom, 2013). From their perspective, three characteristics particular to mobile learning experiences are: personalization, authenticity, and collaboration without any time-space limitation. In his framework, personalization means providing selectable, intentional and customized learning experiences aligned with motivational and socio-cultural theories for learning. Authenticity means learning experiences that are practical
Effective use of educational technology depends on knowledge of why and how to utilize technology... more Effective use of educational technology depends on knowledge of why and how to utilize technology to solve teaching and learning problems. The present study first conducts a systematic literature review of the limited studies undertaken on multimedia instruction applications for engineering education to critique the current status of knowledge in this area. The conventional qualitative content analysis method was employed for data analysis. The results highlighted the incompatibility of three basic educational elements i.e. engineering curriculum, educational resources and engineering students' learning characteristics all of which posed major challenges in teaching and learning engineering courses. Multimedia instruction enhances engineering students' understanding of engineering concepts, procedures, problems and solutions through direct visualization. Furthermore, it could indirectly assist students in achieving higher order learning levels and skills through enhancing or supporting educational resources and increasing students' motivation. Mobile multimedia instruction and a student-generated multimedia learning approach to improve engineering education are suggested for future research.
Multimedia and mobile learning instructions are two important educational technologies which can ... more Multimedia and mobile learning instructions are two important educational technologies which can be combined to have more effective teaching and learning experience. Regarding the lack of study in this area, the aim of this study is to answer the question as to why mobile multimedia instruction should be used and how it should be designed, especially for engineering education. The reasons for using mobile multimedia learning and instruction for engineering education are: migrating users from desktop to mobile, ubiquitous support, compatibility with net generation learning styles, increasing students' motivation, supporting situated learning and increasing engineering students' professional skills. In addition, design-based research method is suggested for developing mobile multimedia learning instructional design for engineering education is proposed and a first version of mobile multimedia instructional design principles by combining and synthesizing existing design principles of mobile and multimedia learning is suggested.
... It is nol surprising, therefore, to see srudies reportingthat students can onlv recall70% ol ... more ... It is nol surprising, therefore, to see srudies reportingthat students can onlv recall70% ol ihe marerial presented during the firs! ten minures and 20% oithe malerial ofthe last ten minules (Feider and Brcnr, 199,1; Fraser, 2002). ...
... HONG MEI KWEE AMY TAN SIEW WERN KHAIRIYAH MOHD YUSOF RESEARCH VOTE NO: 71992 ... Lampiran 20 ... more ... HONG MEI KWEE AMY TAN SIEW WERN KHAIRIYAH MOHD YUSOF RESEARCH VOTE NO: 71992 ... Lampiran 20 KHAIRIYAH MOHD YUSOF 26 DISEMBER 2006 Page 3. FORMULATION OF MODEL PREDICTIVE CONTROL ALGORITHM FOR NONLINEAR PROCESSES ...
Page 1. Proceedings of the 2005 Regional Conference on Engineering Education December 12-13, 2005... more Page 1. Proceedings of the 2005 Regional Conference on Engineering Education December 12-13, 2005, Johor, Malaysia 1 Problem-Based Learning Session O5-001 Assessing the effectiveness of Problem Based Learning ...
... The diameter of final primary particles is H ≈ 1.2 1.5 µm (50 70% conversion). Figure 1 S... more ... The diameter of final primary particles is H ≈ 1.2 1.5 µm (50 70% conversion). Figure 1 Scheme of PVC grain formation Page 3. ... Page 4. AMY TAN SIEW WERN, KHAIRIYAH & SHAHRIR 240 2.1 Reaction Kinetic Scheme ...
Due to the numerous challenges facing engineering education, it should be reformed especially in ... more Due to the numerous challenges facing engineering education, it should be reformed especially in engineering curricula, teaching methods and teachers' preparation. Regarding the mobile learning innovations and lack of research about its capabilities for facilitating engineering education reform, this paper aims to investigate and synthesize mobile learning potentials to support the reforming process by reviewing existing studies. The reviewed papers were analyzed using theme analysis method. Providing more opportunities to achieve professional skills and improving personal, authentic and collaborative learning activities, enhancing the quality, accessibility and acceptability of learning resources are the main benefits of mobile learning for engineering education. A number of major challenges faced by Engineering Education necessitate it's reform. These include declining interest in studying engineering among high school students, low professional skills such as communication skills, critical, analytical and creative thinking among engineering graduates, improving teaching and learning theories and educational technologies, shifting program accreditation focus from documentation to outcome-based, decreasing traditional engineering jobs (Felder, 2012). Based on the cognitive/social constructivist education paradigm, Felder (Felder, 2012) asserted that engineering curricula, teaching methods and instructors' preparation approach should be reformed to solve or reduce challenges in engineering education. Effective use of educational technologies is one of his key recommendations for facilitating engineering education reform. Due to the huge potential of mobile learning innovation to facilitate engineering education reform, providing a conceptual framework to organize and describe mobile learning potentials, help the researchers to have a big picture from this innovation for directing their researches to improve effective use of mobile learning for engineering education in their context. Furthermore, it helps the practitioners to provide general policies, strategies, or professional methods to use existing mobile learning facilities and experiences effectively in their institute or organization. Furthermore, it helps the practitioners to provide general policies, strategies, or professional methods to use existing mobile learning facilities and experiences effectively in their institute or organization. Regarding the mentioned reasons, the main objective of this paper is synthesizing mobile learning potentials for facilitating engineering education reform through proposing a conceptual framework. To achieve this objective, the research papers about engineering education reform and mobile learning applications for engineering education were reviewed and analyzed through theme analysis method. This method enabled researchers to reveal domains and their relationships together (Onwuegbuzie et al., 2012; Creswell, 2013). In this paper we discuss mobile learning definitions and its importance at first. Next, we propose a framework to elaborate on the roles which mobile learning can play to facilitate engineering education reforming based on Felder's recommendations (Felder, 2012) and the framework comprising characteristics of m-learning experiences which was proposed by Kearney, Schuck (Kearney et al., 2012). 2.0 AN OVERVIEW OF MOBILE LEARNING There are attempts to define mobile learning based on the novelty or the functionality of the device. Some researchers define it simply as " learning through mobile devices " (Creswell, 2013). However, as discussed by Traxler (Kearney et al., 2012), if mobile learning is defined based on technology, it could fall into the trap of becoming obsolete. The Kearney, Schuck (Onwuegbuzie et al., 2012), suggested a pedagogical framework for mobile learning based on Traxler's approach to mobile learning (Baharom, 2013). From their perspective, three characteristics particular to mobile learning experiences are: personalization, authenticity, and collaboration without any time-space limitation. In his framework, personalization means providing selectable, intentional and customized learning experiences aligned with motivational and socio-cultural theories for learning. Authenticity means learning experiences that are practical
Effective use of educational technology depends on knowledge of why and how to utilize technology... more Effective use of educational technology depends on knowledge of why and how to utilize technology to solve teaching and learning problems. The present study first conducts a systematic literature review of the limited studies undertaken on multimedia instruction applications for engineering education to critique the current status of knowledge in this area. The conventional qualitative content analysis method was employed for data analysis. The results highlighted the incompatibility of three basic educational elements i.e. engineering curriculum, educational resources and engineering students' learning characteristics all of which posed major challenges in teaching and learning engineering courses. Multimedia instruction enhances engineering students' understanding of engineering concepts, procedures, problems and solutions through direct visualization. Furthermore, it could indirectly assist students in achieving higher order learning levels and skills through enhancing or supporting educational resources and increasing students' motivation. Mobile multimedia instruction and a student-generated multimedia learning approach to improve engineering education are suggested for future research.
Multimedia and mobile learning instructions are two important educational technologies which can ... more Multimedia and mobile learning instructions are two important educational technologies which can be combined to have more effective teaching and learning experience. Regarding the lack of study in this area, the aim of this study is to answer the question as to why mobile multimedia instruction should be used and how it should be designed, especially for engineering education. The reasons for using mobile multimedia learning and instruction for engineering education are: migrating users from desktop to mobile, ubiquitous support, compatibility with net generation learning styles, increasing students' motivation, supporting situated learning and increasing engineering students' professional skills. In addition, design-based research method is suggested for developing mobile multimedia learning instructional design for engineering education is proposed and a first version of mobile multimedia instructional design principles by combining and synthesizing existing design principles of mobile and multimedia learning is suggested.
... It is nol surprising, therefore, to see srudies reportingthat students can onlv recall70% ol ... more ... It is nol surprising, therefore, to see srudies reportingthat students can onlv recall70% ol ihe marerial presented during the firs! ten minures and 20% oithe malerial ofthe last ten minules (Feider and Brcnr, 199,1; Fraser, 2002). ...
... HONG MEI KWEE AMY TAN SIEW WERN KHAIRIYAH MOHD YUSOF RESEARCH VOTE NO: 71992 ... Lampiran 20 ... more ... HONG MEI KWEE AMY TAN SIEW WERN KHAIRIYAH MOHD YUSOF RESEARCH VOTE NO: 71992 ... Lampiran 20 KHAIRIYAH MOHD YUSOF 26 DISEMBER 2006 Page 3. FORMULATION OF MODEL PREDICTIVE CONTROL ALGORITHM FOR NONLINEAR PROCESSES ...
Page 1. Proceedings of the 2005 Regional Conference on Engineering Education December 12-13, 2005... more Page 1. Proceedings of the 2005 Regional Conference on Engineering Education December 12-13, 2005, Johor, Malaysia 1 Problem-Based Learning Session O5-001 Assessing the effectiveness of Problem Based Learning ...
... The diameter of final primary particles is H ≈ 1.2 1.5 µm (50 70% conversion). Figure 1 S... more ... The diameter of final primary particles is H ≈ 1.2 1.5 µm (50 70% conversion). Figure 1 Scheme of PVC grain formation Page 3. ... Page 4. AMY TAN SIEW WERN, KHAIRIYAH & SHAHRIR 240 2.1 Reaction Kinetic Scheme ...
The goal of this study is to develop an accurate artificial neural network (ANN)-based model to p... more The goal of this study is to develop an accurate artificial neural network (ANN)-based model to predict significant quality of refined palm oil which is Free Fatty Acid (FFA) content. The variables; FFA content, Iodine Value (IV), moisture content, bleaching earth and citric acid dosage as well as the pressure and temperature of the deodorizer is used to build the ANN prediction model. A feed forward neural network was designed using a back-propagation training algorithm. Comparison of ANN predicted result with industrial data was made. It is proven in this study that ANN can be used to estimate the quality of refined palm oil. Therefore, the model can be further implemented in palm oil refinery plant as the prediction system of the refined oil quality.
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