Implementation of Blended Learning for a Large Size Engineering Mechanics Course

Y

21

Blended Learning; Educational Change; Large Group Instruction; Engineering Education; Undergraduate Students; Foreign Countries; Learner Engagement; Curriculum Development; Student Evaluation; Integrated Learning Systems; Tests; Course Organization; Instructional Effectiveness; Academic Achievement

1941-1766

Engineering mechanics is a core course for mechanical engineering university students. In recent years, the lecturers of a second-year undergraduate engineering mechanics course faced many new challenges arising from ever-increasing class sizes, as well as evolving learning styles and expectations of new generation students due to advances in technology. This paper describes the evolution of a mechanics course in the School of Mechanical and Manufacturing Engineering at the University of New South Wales using blended learning. Significant changes were implemented to: (1) reduce the administrative burden associated with the large number of students; (2) maintain student interest and engagement throughout the semester; and (3) successfully deliver the learning outcomes. Student participation was observed to increase with integration of additional information and communication technology, as well as implementation of online assessments into the course structure. Surprisingly, implementation of the blended learning did not improve student academic performance in the summative assessments. This paper reflects what we have learned in the development of this blended learning mechanics course.

As Provided

2020

EJ1269821