Mäkiö, Elena Viktorovna (2022) Educational framework for teaching of cyber-physical systems engineering. PhD thesis, University of Warwick.

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Abstract

Although engineering education has been reformed in last decades through the introduction of problem-based and project-based learning, it still faces the major challenge of improving the quality of teaching and the qualifications of graduates. Several studies report that many engineering graduates still have gaps in applying their knowledge in practice and in transferable skills and are not directly job ready. Since engineering systems are becoming increasingly complex and interdisciplinary, the methodology used in engineering education seems to have difficulties in conveying the disciplinary and transferable skills required by industry. This is especially true for cyber-physical systems (CPS), which are increasingly being used in manufacturing, transportation, health, and other areas, are automatically controlled and form complex interdisciplinary systems. To develop and operate these complex interdisciplinary systems, highly qualified engineers are required who possess both sound engineering knowledge in physical and cyber domains and excellent transferable skills. To address the growing demand on CPS workforce, academic institutions offer a range of modules and curricula to teach CPS engineering. To teach the required CPS engineering skills, educators use various educational approaches such as lectures, labs, project- and problem-based learning and technology enhanced methods such as learning factories and platforms. However, the literature reports some gaps between expectations of industry and society and competencies of graduates in CPS-related disciplines.

To address these gaps, this research proposes the Task-Centred Holistic Agile Approach to Teaching (T-CHAT) educational framework for teaching CPS engineering at the module level. This framework includes an educational approach that aligns learning and teaching with the requirements placed on CPS engineering students and considers specific the characteristics of CPS engineering discipline. It aims to develop both disciplinary knowledge and transferable skills of students and provides guidance and tools for educators for designing and developing their modules. The T-CHAT framework combines five pedagogical approaches: (1) perceptional learning, (2) project-based learning, (3) problem-based learning, (4) research-based learning, and (5) face-to-face teaching in a learning process, as they complement each other and by combining and linking them a holistic/synergetic outcome is achieved.

To evaluate this framework, four experiments have been conducted using the proposed T-CHAT educational approach. The perspectives of students and teachers have been explored. To explore the perspective of students, a mixed methods research approach has been used. First, quantitative data have been collected in student self-assessment surveys and analysed using methods of descriptive and inferential statistics. Then qualitative data have been collected in semi-structured interviews with volunteer students. The interviews have been transcribed, coded and analysed using a General Inductive Approach. The quantitative results of the experiments have demonstrated that the students’ disciplinary and key competencies improved through the use of the T-CHAT educational approach. The students who participated in the T-CHAT experiments have shown more homogeneous perception in achieving the learning outcomes. Two experiments have shown statistically significant improvement in students’ competence development. The qualitative results have explained some unexpected findings from the quantitative data analysis and provided an understanding of how the T-CHAT can be better used in modules. The perspective of teachers has been explored in order to justify the T-CHAT educational framework and to adopt new ideas and insights. Semi-structured interviews have been conducted with three experienced teachers, transcribed and analysed. The results have demonstrated that the T-CHAT approach is consistent with the approaches and views of the experienced teachers. Through the evaluation of the T-CHAT educational framework in four experiments and the teacher interviews, this research has provided an understanding of how the T-CHAT educational framework can be applied to the development of CPS engineering related modules.

Finally, this research discusses and summarises the main research findings, presents the options for their generalisation and transfer to CPS engineering teaching, and provides recommendations for teachers on how to use the T-CHAT framework in designing their modules.

Item Type:	Thesis (PhD)
Subjects:	L Education > LB Theory and practice of education > LB2300 Higher Education T Technology > TJ Mechanical engineering and machinery T Technology > TK Electrical engineering. Electronics Nuclear engineering
Library of Congress Subject Headings (LCSH):	Engineering -- Study and teaching, Cooperating objects (Computer systems), Project method in teaching, Problem-based learning
Official Date:	April 2022
Dates:	Date Event April 2022 UNSPECIFIED
Institution:	University of Warwick
Theses Department:	Warwick Manufacturing Group
Thesis Type:	PhD
Publication Status:	Unpublished
Supervisor(s)/Advisor:	Azmat, Freeha ; Ahmad, Bilal ; Harrison, Robert (Professor)
Format of File:	pdf
Extent:	xv, 320 pages : illustrations
Language:	eng

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