| 1. |
- Mahmood, Kashif, et al.
(författare)
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Advancement in production engineering education through Virtual Learning Factory Toolkit concept
- 2021
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Ingår i: Proceedings of the Estonian Academy of Sciences. - : Estonian Academy Publishers. - 1736-6046 .- 1736-7530. ; 70:4, s. 374-382
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Tidskriftsartikel (refereegranskat)abstract
- The growing relevance of digitalization in production requires the enhancement of human skills and competences in the field of Information and Communication Technology (ICT). Higher education has to cope with this need by providing the necessary ICT skills to future industrial engineers, so that they have a good understanding of the complexity of industries in the 21st century. This paper presents the conceptual development and testing of a Virtual Learning Factory Toolkit (VLFT) that integrates digital tools used in production management with engineering education. The digital tools integrated into the VLFT can help students to exploit enabling technologies such as simulation and virtual reality in their manufacturing studies and practical projects with industrial companies. Moreover, digital tools were tested by using a structured workflow that consists of different learning activities related to manufacturing system configuration. Students practised the digital tools with the help of use cases in the form of joint learning labs, after which the students’ feedback was collected and analysed.
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| 2. |
- Stöhr, Christian, 1977, et al.
(författare)
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Online and Blended Labs for Practical Mechanical Engineering
- 2023
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Ingår i: Proceedings of the 19th International CDIO Conference. - 9788230361863 ; , s. 805-819
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Konferensbidrag (refereegranskat)abstract
- Lab training is a key element in most engineering education programs in preparation for engineering profession tasks. Universities worldwide are exploring new possibilities and different forms to arrange online and blended labs as an alternative to pure campus training. This study compares online and blended lab setups in four cases of engineering education at European technical universities. The results show that online and blended labs can achieve similar learning outcomes, with blended labs being particularly effective in combining online learning with hands-on elements. Students reported high levels of satisfaction and teachers noted the benefits of online learning environments, but common challenges included ensuring student engagement, increased self-regulation requirements, and the high effort needed to design online or blended environments. The study provides course design guidelines and discusses implications for future research and implementation in universities worldwide.
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