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Application of Design-Based Learning and Outcome-Based Education in Basic Industrial Engineering Teaching: A New Teaching Method

Author

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  • Xugang Zhang

    (Key Laboratory of Metallurgical Equipment and Control Technology, Ministry of Education, Wuhan University of Science and Technology, Wuhan 430081, China
    Hubei Key Laboratory of Mechanical Transmission and Manufacturing Engineering, Wuhan University of Science and Technology, Wuhan 430081, China)

  • Ying Ma

    (Key Laboratory of Metallurgical Equipment and Control Technology, Ministry of Education, Wuhan University of Science and Technology, Wuhan 430081, China
    Hubei Key Laboratory of Mechanical Transmission and Manufacturing Engineering, Wuhan University of Science and Technology, Wuhan 430081, China)

  • Zhigang Jiang

    (Key Laboratory of Metallurgical Equipment and Control Technology, Ministry of Education, Wuhan University of Science and Technology, Wuhan 430081, China
    Hubei Key Laboratory of Mechanical Transmission and Manufacturing Engineering, Wuhan University of Science and Technology, Wuhan 430081, China)

  • Siva Chandrasekaran

    (School of Software and Electrical Engineering, Swinburne University of Technology, Hawthorn, Caroline Springs, VIC 3023, Australia)

  • Yanan Wang

    (School of Engineering, Deakin University, Geelong, VIC 3216, Australia)

  • Raoul Fonkoua Fofou

    (Key Laboratory of Metallurgical Equipment and Control Technology, Ministry of Education, Wuhan University of Science and Technology, Wuhan 430081, China
    Hubei Key Laboratory of Mechanical Transmission and Manufacturing Engineering, Wuhan University of Science and Technology, Wuhan 430081, China)

Abstract

This paper provides and illustrates a design-based learning (DBL) and outcome-based education (OBE) approach for fostering the innovation, practice, and autonomous learning ability of industrial engineering students. We performed two studies with on industrial engineering students in typical educational activities. The first study used a topic of “sheet metal parts turnover protection optimization” to explore the application effect of “DBL + OBE” and its shortcomings in the implementation process, so as to help students understand this new teaching method. Then, in order to verify the use effect of “DBL + OBE”, the second study used the topic of “production line balance” to divide the students into an experimental class and a control class. The experimental class adopted the design learning teaching method, while the control class adopted the traditional teaching method. In order to verify the effectiveness of the proposed method, students and teachers were interviewed. It was found that the students in the experimental class were more outstanding in personal abilities, such as systematic thinking, independent innovation ability, etc. The results show that: the rational use of design-based learning and outcome-based education concept can stimulate students’ interest in learning, cultivate students’ team spirit, improve students’ innovation ability, practical ability and problem solving ability, and cultivate “innovative talents” needed in the new era.

Suggested Citation

  • Xugang Zhang & Ying Ma & Zhigang Jiang & Siva Chandrasekaran & Yanan Wang & Raoul Fonkoua Fofou, 2021. "Application of Design-Based Learning and Outcome-Based Education in Basic Industrial Engineering Teaching: A New Teaching Method," Sustainability, MDPI, vol. 13(5), pages 1-21, March.
  • Handle: RePEc:gam:jsusta:v:13:y:2021:i:5:p:2632-:d:508538
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    Cited by:

    1. Na Li & Ping Jiang & Cuihong Li & Wei Wang, 2022. "College Teaching Innovation from the Perspective of Sustainable Development: The Construction and Twelve-Year Practice of the 2P3E4R System," Sustainability, MDPI, vol. 14(12), pages 1-16, June.
    2. Giancarlo Marcone, 2022. "Humanities and Social Sciences in Relation to Sustainable Development Goals and STEM Education," Sustainability, MDPI, vol. 14(6), pages 1-14, March.
    3. Dunhong Yao & Xian Zhang & Yiwen Liu, 2022. "Teaching Reform in C Programming Course from the Perspective of Sustainable Development: Construction and 9-Year Practice of “Three Classrooms–Four Integrations–Five Combinations” Teaching Model," Sustainability, MDPI, vol. 14(22), pages 1-22, November.

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