5 research outputs found
The Effect of Using Computer Technology Tools to Enhance the Teaching-Learning Process in CAD-CAM-CNC Module in Mechanical Engineering Subject Area
No full textThis study presents the evaluation of Computer Assisted Learning (CAL) package included in the teaching and learning methodology of computer aided design- computer aided design - computer numerical control (CAD-CAM-CNC) module.
Three groups of students with similar pre-abilities were exposed to three different teaching learning methodologies.The effectiveness of these three methods was determined by questionnaires completed by the students and collected by first author. Their answers were analysed quantitatively and qualitatively. The various categories used in the questionnaire was student’s attitudes towards learning CAD-CAM-CNC subjects, students’ opinions about their lecturers approaches to teaching process, students’ opinions and views about various aspects the CAD-CAM-CNC. The study concludes that the students taught with a combination of CAL package and traditional methods were more effective, efficient and satisfied with their learning experiences. So the proposed hybrid learning method (CAI plus traditional teaching method) is most suited for CAD-CAM-CNC teaching.
Computer Technology; Computer-Assisted Instruction (CAI); Computer Assisted Learning (CAL); Computer Aided Design (CAD); Computer Aided Manufacturing (CAM); Computer Numerical Control (CNC)
A Study on Integration of Computer Assisted Instruction with a Traditional Teaching Learning Process in the Area of Mechanical Engineering Education
No full textThis study presents the design, implementation and evaluation of a CAL package included in the teaching and learning methodology of CAD-CAM-CNC modules at Sheikh Khalefa Institute in Bahrain. The CAL package contains CAD tutorial, CAM tutorial and Power Point slides for CNC operations. The study has been carried in response to internal departmental audit which highlighted some issues which need to be dealt within the subject area of Mechanical engineering.
Three groups of students with similar pre-abilities (similar average marks and standard
deviations) were exposed to different teaching methodologies:
a) Traditional classroom lectures and laboratory sessions;
b) Classroom teaching including unsupervised computer simulation (hybrid learning approach)
c) Unsupervised CAD tutorials and supervised CAM-CNC computer simulation
The effectiveness of these three methods was determined by questionnaires (data collection
methods) completed by Lecturers and students. Their answers were analysed from quantitative
and qualitative points of view. The questionnaires were designed by taking into consideration the issues of reliability, validity and bias and concentrating on specific research questions. The Lecturers' questionnaires aim to find out Lecturers’ opinions about the various aspects of educational process. The students’ questionnaires intend to ascertain how well the CAD-CAMCNC modules meet the stated learning outcomes and to identify the main strengths and
weaknesses of various methods.
The students were assessed at the end of the term based on an engraving operation task which includes all elements of CAD-CAM-CNC operations. The author links the levels of cognition from Blooms’ taxonomy with the activities which should be completed by students. The quantitative and qualitative analysis of students’ marks versus learning ability indicators was performed and the results have been discussed.
The second evaluation method is based on quantitative analysis of the three groups of
students’ marks for assignments and exams. Also an analysis of time and material resources is
performed and the main conclusion was that the group of students taught with a combination of
CAL package and traditional method were more effective, efficient and satisfied with their
learning experiences. So the proposed hybrid learning method (CAI plus traditional teaching
method) is most suited for CAD-CAM-CNC teaching because the students find it easier and enjoyable to explore the subject area through various opportunities of learning
Nutrients loads at Shatt Al-Arab river in Basrah city, Iraq
No full textThe study included the nitrates, phosphates loads and some properties of water quality in the Shatt Al-Arab River at Basra city center . There were used to identifying the state of water and nutrient movement in this part of the River starting from the Shilha location north of Al-Hartha to Al-Bahadriyah north of Abu Al-Khasib, which represents the section that contains dense human population at Basra city center. Fourteen sampling stations were selected within the study area during the summer and winter periods, as well as during the morning and evening at the same day. The study showed that the phosphate and nitrate salts have not transfer out of this river section. Also there were no significant impact of the side river branches on the water quality of the Shatt al-Arab River because of the low discharges from these branches compared to discharge of the main Shatt al-Arab River
Blended Learning System for Further and Higher Education Mechanical Engineering Courses in Bahrain
No full textTeaching and learning processes that are being followed globally by education providers consist of conventional face-to-face approach. Various socio-economic indicators have increased the pressure on Engineering Education in Bahrain in order to equip the students with both cognitive and psychomotor skills that are required by the labour market. The globalisation, along with the interdependence of various economies, has resulted in creating an extra dimension to the higher order of skills requirements. Hence, there is a need to develop new teaching and learning (T & L) methodologies that can comply with the ever increasing demands of the industry, regarding the skills of engineering students. In this study, the author has presented a comparison between various teaching and learning methodologies being implemented on the students of Higher National Diploma at Sheikh Khalifa Institute (SKI), Kingdom of Bahrain.
The author reviewed the effectiveness of the conventional teaching and learning methodology by comparing the pre-results with post-results. The same has been carried out on two novel T & L methodologies developed in these study i.e. computer-assisted instructions (CAI) and Blended Learning method, on imparting higher order of cognitive and psychomotor skills to engineering students. The study has been conducted on various groups of Higher National Diploma (HND) students at SKI. The study makes use of various questionnaires design especially for both the students and the teachers about their views on different T & L methodologies being implemented. It has been observed that computer-assisted instructions, when used with the conventional T & L methodology, perform superiorly than blended e-learning method or the conventional method alone. Hence, it has been recommended that this novel T & L method be used in the future to Higher National Diploma students at SKI.
Further to the development of a novel T & L methodology that performs better than the conventional T & L method, novel mathematical models have been developed for T & L methodology for both the cognitive and psychomotor domains. These mathematical models are based on the findings of the present study. These mathematical models explain the learning process of the students at microscopic level, in contrast to the conventional macroscopic evaluation method where only the marks obtained by the students indicate the quantitative learning. Furthermore, a novel Blended Learning package (containing tutorials for various Mechanical Engineering modules) has been developed based on the students-centred learning, considering institutional, pedagogical and technological contexts of service and product implementation. In this perspective, the novel Blended Learning package has been designed and developed in order to minimise/close the gaps between higher education at SKI and the requirements of the labour market
