Development and application of a new interactive model for the teaching of manufacturing engineering technology

• Autores: E. Gomez, J. Caja, C. Barajas, P. Maresca, M. Berzal
• Localización: The International journal of engineering education, ISSN-e 0949-149X, Vol. 24, no. Extra 5, 2008, págs. 1018-1030
• Idioma: inglés
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• Resumen

  • The object of this paper is to outline the interactive teaching model developed by the education innovation group `New Teaching Methodologies in Mechanical and Manufacturing Engineering Technology' of the Polytechnic University of Madrid. The aim of the model is to teach the subject of Manufacturing Engineering Technology for the Mechanical Technical Engineering degree course. It is based on a new face-to-face methodology that we have called DE-learning (driven electronic learning) in which theoretical teaching and laboratory teaching are combined in a collaborative environment, managed through the developed software that combines: theoretical lessons, solved practical examples, exercises, bibliographical references, Webpage links and self-assessment tests. [Here the term `collaborative' is used to describe the teaching methodology whereby student-to-student and student-to-teacher relationships take place in the learning process and not exclusively through a one way teacher-to-student relationship.] The teaching of this new model is `driven' under the guidance and supervision of a professor, in an educational environment with no formally taught classes. Students themselves can decide on the pace at which they learn, the resources used, the definition and carrying out of practical exercises and whether they wish to form collaborations among themselves during study time. The fundamental advantage of this model is its efficiency in optimising learning time, given that: (a) all the necessary resources are accessible to the student through electronic teaching support, (b) the laboratory practical classes take place in the same environment, as they are combined and connected to the theoretical concepts without any break in continuity, and (c) students' problems can be resolved in a personal and immediate way by the professor. In addition to this, other advantages have emerged that are equally relevant in the engineering training of the students: the development of better communication skills as well as their skills and abilities, motivation, creativity and increase in confidence and confidence in their decisions. The efficacy of this new teaching model has been confirmed through the academic results attained by the students during the 2006/07 academic year, which are presented in this paper.