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Blended learning for engineering education 4.0: Students' perceptions and their learning difficulties

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dc.citedby3
dc.contributor.authorLow M.C.en_US
dc.contributor.authorLee C.K.en_US
dc.contributor.authorSidhu M.S.en_US
dc.contributor.authorLim S.P.en_US
dc.contributor.authorHasan Z.en_US
dc.contributor.authorLim S.C.en_US
dc.contributor.authorid57272040500en_US
dc.contributor.authorid57204102747en_US
dc.contributor.authorid56259597000en_US
dc.contributor.authorid55030046100en_US
dc.contributor.authorid36240521500en_US
dc.contributor.authorid57201730313en_US
dc.date.accessioned2024-10-14T03:17:35Z
dc.date.available2024-10-14T03:17:35Z
dc.date.issued2023
dc.description.abstractEngineering education plays a vital role in nurturing high-quality engineers to meet the demands of the industry. The advancement in Information and Communication Technology (ICT) has provided greater potential as a supporting tool in engineering education. Previous research has emphasized the need to further investigate the learning difficulties faced by engineering students to enhance their learning experience. Although the implementation of blended learning using the flipped classroom approach has gained popularity in tertiary education, there is a lack of research on students' perception of this approach in engineering education. This exploratory study focuses on the Engineering domain, specifically investigating students' learning difficulties in Mechanics Dynamics and their attitudes toward blended learning using the flipped classroom approach in engineering education. Using data collected from 121 students at Universiti Tenaga Nasional (UNITEN), Malaysia, this study employed descriptive statistics and multiple linear regression to analyze the data. Three models related to students' learning difficulties were proposed based on the outcomes of exploratory factor analysis. The results indicate that students encountered difficulties in learning Mechanics Dynamics, particularly in visualizing concepts and solving problems involving three dimensions. The findings and analysis demonstrate significant results (p <.05), supporting the hypotheses of the three proposed models. Additionally, the majority of students (66.1%) exhibited a positive attitude toward the use of the flipped classroom approach in engineering courses. The research findings serve as a preliminary requirement for the development of a software prototype to investigate the efficacy of the flipped classroom approach in engineering courses. � 2023 Wiley Periodicals LLC.en_US
dc.description.natureFinalen_US
dc.identifier.doi10.1002/cae.22668
dc.identifier.epage1722
dc.identifier.issue6
dc.identifier.scopus2-s2.0-85166417160
dc.identifier.spage1705
dc.identifier.urihttps://www.scopus.com/inward/record.uri?eid=2-s2.0-85166417160&doi=10.1002%2fcae.22668&partnerID=40&md5=ecbaa4ab4b9dd12083ab7eac72d1f582
dc.identifier.urihttps://irepository.uniten.edu.my/handle/123456789/33990
dc.identifier.volume31
dc.pagecount17
dc.publisherJohn Wiley and Sons Incen_US
dc.sourceScopus
dc.sourcetitleComputer Applications in Engineering Education
dc.subjectblended learning
dc.subjectcomputer aided learning
dc.subjectengineering education 4.0
dc.subjectlearning difficulties
dc.subjectvisualization
dc.subjectComputer aided instruction
dc.subjectCurricula
dc.subjectE-learning
dc.subjectEducation computing
dc.subjectFactor analysis
dc.subjectLinear regression
dc.subjectSoftware prototyping
dc.subjectStudents
dc.subjectBlended learning
dc.subjectComputer-aided learning
dc.subjectEngineering course
dc.subjectEngineering education 4.0
dc.subjectHigh quality
dc.subjectInformation and Communication Technologies
dc.subjectLearning difficulties
dc.subjectQuality engineers
dc.subjectStudent learning
dc.subjectStudent perceptions
dc.subjectEngineering education
dc.titleBlended learning for engineering education 4.0: Students' perceptions and their learning difficultiesen_US
dc.typeArticleen_US
dspace.entity.typePublication
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