Dissertation
Digital technology and the replacement of traditional teaching methods
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Digital technology and the replacement of traditional teaching methodsVarious viewpoints on the degree to which digital technology has supplanted conventional pedagogical techniques in the field of mechanical engineering education are shown by the focus group discussion outcomes. Although certain individuals acknowledge the potential advantages of digital technology, they also underscore the obstacles that impede its complete integration. Certain participants contend that the integration of digital technology has the potential to augment the calibre of education through the enhancement of students' cognitive faculties and the acceleration of their learning trajectory (LCCTU2, LHTU1, LHTU3). The sluggish pace of execution is ascribed to several factors, including educators' restricted acquaintance with digital tools (LCCTU1, LHTU1, LHTU3), precarious internet infrastructure (LCCTU3, LHTU2), and insufficient resources (LHTU5, LTTU3). In conjunction with the aforementioned hindrances, respondents articulate apprehensions regarding the conventional configuration of academic premises and the existence of antiquated apparatus within hands-on instructional settings (LCCTU4). According to their viewpoint, the aforementioned factors are responsible for inducing sentiments of ennui and lack of engagement amidst trainees during their educational pursuits. Certain educators acknowledge their dependence on past experiences instead of embracing novel technological developments (LTTU1) and express a need for instruction regarding the implementation of digital technology (LCCTU1, LHTU4). The authors of LTTU2 have identified a number of challenges, including inadequate funding, insufficiently trained educators, and restricted computer lab capacity. The incorporation of cutting-edge technologies, including virtual and augmented reality, artificial intelligence, and machine learning, within the realm of engineering education is widely regarded as a significant obstacle. A number of respondents indicated restricted availability of said resources, with sole dependence on platforms such as YouTube (LTTU4). The authors highlight the significance of offering contemporary training technology that caters to the requirements of the industry and diminishes the disparity between developed and developing nations (LTTU5). To summarise, the results of the focus group indicate that conventional teaching methods in mechanical engineering instruction have not been entirely supplanted by digital technology. The study's participants recognise the potential advantages of digital technology, while also emphasising the necessity of surmounting various challenges, such as insufficient proficiency, inadequate resources, and infrastructure, to successfully integrate digital tools into the educational process. The aforementioned results align with prior scholarly works that emphasise the significance of surmounting obstacles, such as instructors' proficiency in digital literacy (Bowman et al., 2020), availability of internet connectivity (Asio et al., 2021), and accessibility to resources (Hennessy & Davies, 2019), in order to effectively incorporate digital technologies in engineering education. Tackling these obstacles would contribute to the improvement of the calibre of mechanical engineering education and equip students with the necessary skills to meet the ever-changing requirements of the field. Download 2.1 Mb. Share with your friends:
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