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Intensive mode teaching for the delivery of engineering content to students at a Chinese university

Citation

Doe, P and Jaikaran-Doe, S and Lyden, S and Ming, L and Bingzhong, R and Peng, Y and Male, S, Intensive mode teaching for the delivery of engineering content to students at a Chinese university, Proceedings of the 28th Australasian Association for Engineering Education (AAEE) Annual Conference, 10-13 December 2017, Manly, Australia, pp. 1-10. ISBN 978-0-646-98026-3 (2017) [Refereed Conference Paper]


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Copyright Statement

Copyright 2017 The Authors. Licensed under a Creative Commons Attribution license 4.0 (CC BY 4.0) http://creativecommons.org/licenses/by/4.0/

Official URL: http://www.aaee.net.au/index.php/conference/aaee20...

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.

Item Details

Item Type:Refereed Conference Paper
Keywords:intensive mode teaching, China, engineering
Research Division:Engineering
Research Group:Other Engineering
Research Field:Engineering not elsewhere classified
Objective Division:Education and Training
Objective Group:Teaching and Instruction
Objective Field:Teaching and Instruction Technologies
Author:Doe, P (Dr Peter Doe)
Author:Jaikaran-Doe, S (Dr Seeta Jaikaran-Doe)
Author:Lyden, S (Dr Sarah Lyden)
ID Code:123175
Year Published:2017
Deposited By:NC Maritime Engineering and Hydrodynamics
Deposited On:2017-12-19
Last Modified:2018-05-22
Downloads:7 View Download Statistics

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