A Development of an Active Learning Instructional Model in Smart Classroom Environment by using Engineering Design Process with the Situated Learning to Enhance Professional Competencies in Industrial Prototype Product Design for Undergraduate Students

Abstract

          The objectives of this research were 1) to develop of an active learning instructional model in smart classroom environment using engineering design process combined with situated learning, 2) to study the results obtained from proactive learning, and 3) to assess and certify the proactive learning model. The population was 27 third year undergraduate students at Department of Mechanical Engineering, Faculty of Engineering who enrolled in Forming Process course. The instruments included (1) active learning instructional model in smart classroom environment using engineering design process with the situated learning, (2) achievement test, (3) skill assessment form, (4) innovation assessment form, (5) satisfaction survey form for assessing student’s satisfaction, and (6) model assessment form. The statistic used for data analysis were percentage, mean, standard deviation, pair-wise t-test, and Pearson’s sample correlation coefficient. Findings revealed as follows:
          1) Active learning instructional model in smart classroom environment using engineering design process combined with the situated learning. Seven input elements included 1) instructor, 1) instructor, 2) learners, 3) learning environment, 4) content, 5) instructional activities, 6) communication and interaction, and 7) evaluation. The learning process composed of 6 steps, i.e. 1) problem identification, 2) information collection, 3) solution design, 4) planning and development, 5) test and evaluation, and 6) and presentation. The output factors, were professional competencies in industrial prototype product design.
          2) The result from using the development of an active learning instructional model in smart classroom environment using engineering design process with the situated learning to enhance professional competencies in industrial prototype product design for undergraduate students indicated that the post-test score were significantly higher than pre-test score at the .05 level. The knowledge, skill, and innovation scores had a positive with statistically significant correlation at .01 level. The learner satisfied on the model at highest level (  = 4.30, S.D. = 0.64). The model assessment result was assured at the most level (  = 4.55, S.D. = 0.37).