Dissertation
Experiences with new digital technologies in mechanical engineering education
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Experiences with new digital technologies in mechanical engineering educationThe findings of the focus group discussions indicate a range of experiences using cutting-edge digital technology in the teaching of mechanical engineering, highlighting both the difficulties and benefits of doing so. Several participants have praised the usage of digital instruments, such as automotive multimeters (LCCTU4, LHTU5, LTTU5), projectors (LCCTU2, LTTU2), computer-aided design (CAD) software, and diagnostic tools (LCCTU1, LTTU2). Educators may now deliver classes more effectively and efficiently thanks to the usage of these technologies, provided they have access to power and the internet (LCCTU2, LTTU2). Despite attempts, there are still issues that need to be solved with regard to integrating digital technology into pedagogy. Some instructors have been forced to rely on outside sources like YouTube to learn about cutting-edge technology (LHTU2) or to buy equipment from local garages for hands-on training (LCCTU2, LTTU2). The participants acknowledged a need for greater institutional support, which included offering workshops for teacher training (LCCTU3, LTTU4) and making more digital tools and materials available (LTTU2, LTTU3). As some educators struggle to balance the acquisition of cutting-edge technology, instructing students, and fulfilling other research commitments, time limits provide a severe barrier for educators (LHTU3, LHTU4, LTTU3). In addition, some instructors who were created before the invention of computers have had difficulty shifting to computer-based technologies (LHTU1, LTTU1). The participants described a range of successes and difficulties while utilising cutting- edge digital technology for teaching mechanical engineering. Although they emphasise the necessity for institutional support, training, and resource availability to guarantee effective technology integration in their teaching, they recognise the benefits that these technologies may provide. These results are consistent with prior research that highlights the significance of institutional support Farjon et al., (2019), ongoing professional development for educators Yurtseven Avci et al., (2020), and resource accessibility Yurtseven Avci et al., (2020), for the successful integration of digital technologies in engineering education. By addressing these issues, mechanical engineering education will be improved, and students will be more prepared for the industry's continually changing expectations. Download 2.1 Mb. Share with your friends:
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