An Exploratory Investigation of Teaching Innovations and Learning Factors in a Lean Manufacturing Systems Engineering Course

Autor/inn/en	Choomlucksana, Juthamas; Doolen, Toni L.
Titel	An Exploratory Investigation of Teaching Innovations and Learning Factors in a Lean Manufacturing Systems Engineering Course
Quelle	In: European Journal of Engineering Education, 42 (2017) 6, S.829-843 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2016.1226780
Schlagwörter	Engineering Education; Manufacturing; Investigations; Instructional Innovation; Teaching Methods; Self Efficacy; Beliefs; Prior Learning; Student Characteristics; Simulation; Learning Activities; Cooperative Learning; College Students; Pretests Posttests; Achievement Gains; Student Surveys; Statistical Analysis + Suchen Sie Ihr Suchwort? Ingenieurausbildung; Herstellung; Untersuchung; Educational Innovation; Bildungsinnovation; Teaching method; Lehrmethode; Unterrichtsmethode; Self-efficacy; Selbstwirksamkeit; Belief; Glaube; Vorkenntnisse; Simulation program; Simulationsprogramm; Lernaktivität; Kooperatives Lernen; Collegestudent; Achievement gain; Leistungssteigerung; Schülerbefragung; Statistische Analyse
Abstract	The use of collaborative activities and simulation sessions in engineering education has been explored previously. However, few studies have investigated the relationship of these types of teaching innovations with other learner characteristics, such as self-efficacy and background knowledge. This study explored the effects of collaborative activities and simulation sessions on learning and the relationships between self-efficacy beliefs, background knowledge, and learning. Data were collected from two different terms in an upper division engineering course entitled Lean Manufacturing Systems Engineering. Findings indicated that the impact of collaborative activities and simulation sessions appears to be different, depending on the concepts being taught. Simulation sessions were found to have a significant effect on self-efficacy beliefs, and background knowledge had a mixed effect on learning. Overall the results of this study highlight the complex set of relationships between classroom innovations, learner characteristics, and learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01