فصلنامه آموزش مهندسی ایران
پیاپی 95 (پاییز 1401)

The main purpose of this research is to investigate the industry-oriented sense making competencies of engineering students. This qualitative research was carried out using the seven-step method of Sandlovski and Barroso. The metacomposite team consisted of three experts in curriculum planning and one expert in metacomposite research. 107 related research sources were used as the basis of the analysis, The result of which was extracting 11 themes of problem finding, finding a topic, choosing a topic with the aim of finding a new solution. Analyzing the information needs, designing and compiling the information search structure, implementing the information search process, evaluating the information search process, compiling the problem solving structure is based on the final information. Also the implementation of problem solving, the consequences of problem solving, and the final decision regarding the problem solving structure. The validity of the data was confirmed by using the techniques of reliability, transferability and alignment of data and trustworthiness of the data was also confirmed by the accurate guidance of the flow of information collection and alignment of the researchers. The results showed that proper sense making is necessary for success in many jobs, and a person must be able to make decisions, take action and develop an action plan in a turbulent and complex environment and in an uncertain state. Professors can show their creativity in the classroom by teaching sense making in the teaching process and combine the art of effective teaching with scientific knowledge. Based on the results of the research, on the one hand, it can provide educational planners with a wide range of experiences, on the other hand, the identification of themes analyzed in the sense masking approach has a significant impact on improving the quality of teaching in the field of engineering education. The correct understanding of these factors are very important for the university and the higher education system.

Nowadays, e-learning has become an essential aspect of education and learning. Being informed of the key factors of e-learning advancement is of high importance to determine the vision, strategies, and policies in top-level organizations, companies, educational institutions, and enterprises involved in education. In this paper, we discuss technological drivers of e-learning and extract the most important factors according to technology hype cycle. The research has been performed through archival and documentary research and using information attained from published scientific references, reports, documents, and press releases. Main goals of this paper are (1) identifying technological drivers of e-learning and (2) analyzing status of Iran’s higher education according to the identified drivers. The result of the study shows that technological drivers of e-learning are: personalized and adaptive learning, mobile learning, social learning platforms, blended learning, gamification, simulation, cloud computing, integration and interoperability, xAPI standard, virtual reality, massive open online courses (MOOC), and video content management. Moreover, investigation shows that these technologies have not been used extensively in Iran. The current status of e-learning in Iran shows that the activities done in this area are not so coherent, systematic, and unified with the technology transitions. What is necessary to rectify this situation is to change the point of view to the e-learning and exploit the technology in a systematic way in policies, plans, and implementation. Being at the start of the new century and simultaneously formulating Seventh National Development Plan creates an opportunity for universities and Ministry of Science, Research, and Technology to include national policies and programs in that plan. Consequently, they can provide the possibility of rectifying the current path in electronic education in Iran and exploiting its advantages for education system, in a period of 5 years duration.

Today virtual laboratories play a special role in learning and training. Studies related to this field have been studied over a period of 14 years. The purpose of this study is to identify the outcome of using virtual and distance laboratories in engineering education. Thus, in a systematic review based on PRISMA guidelines, articles indexed in the Scopus, Google Scholar, and ScienceDirect databases for the period 2009 to 2022, using a combination of the keywords “virtual laboratory” or “virtual lab” or “ mixed-reality learning environments” or “virtual reality laboratories”) and (“outcome”) and(“engineering education” or “engineering”)) and (“benefits, and limitations” or “virtual reality laboratories”) were examined. The findings led to the identification of 12 achievements, seven advantages and six limitations of using virtual laboratories in engineering education. Virtual laboratories have great potential in the scientific teaching of science and technology and technical training of qualified staff, which is reflected in the trend as educational resources in the twenty-first century. In the near future, virtual laboratories will be widely used in almost all fields of education. The results show the lack of a variety of theoretical and methodological approaches in which studies are fundamentally evaluated and focus exclusively on individual changes in content knowledge. Optimal use of the benefits and outcomes introduced in this study, can help to improve the existing space while gaining readiness and aligning with future and forward-looking requirements.

Around the world, various activities were restricted following the outbreak of the Corona virus. Among these changes was the situation of university activities. In order to pursue educational and research affairs, electronic communication was considered. Using a survey form, this article evaluates the status of education and research in the field of civil engineering of Iran during the Corona outbreak based on the opinions of students. The results show that undergraduate students were not satisfied with the quality of learning in this period (about 66% below the average), but graduate students assessed the quality of learning in a virtual way as appropriate (about 21% below the average). In the coming years, there is expected to be a decline in civil engineering graduates from a practical standpoint due to the problems created for the practical course of the undergraduate course (less than 5% were classroom learning) and the collection of data for postgraduate dissertations during the period of Covid-19 pandemic (about 23% had serious problems). The spread of examination fraud (about 40%), as well as the difference in internet access and the systems needed to participate in virtual classes (about 42% were unsatisfied), challenged the issue of educational equity (about 50% were unsatisfied). Generally, virtual education and research in civil engineering cannot completely replace face-to-face methods, but some of its capabilities can complement conventional methods in the future.

One of the latest developments in engineering education is the accreditation of educational courses based on its implications and outcomes. In this regard, the evaluation criteria should be determined in order to measure the capabilities and skills of students. Furthermore, the educational program should be continuously modified and improved by frequent assessment. In the present study, an internal evaluation has been carried out for accrediting the educational program of the railway infrastructure engineering based on ABET criteria as standard implication. For this purpose, the realization of the educational outcomes studied by surveying research from 55 students and alumni. Then, the accreditation of the engineering educational program studied through ABET criteria. The obtained results show that the current status of the educational program of railway infrastructure engineering was totally in rather desirable level. So, some activities such as reviewing and modification of the educational program are targeted to promote and improve the educational program.

Visualization plays an essential role in optimizing teaching methods. In the proposed method, the solution of similarity and contradiction in image creation in education is introduced. There is a special connection between two images in the form of a card. Images express a special scientific point, but at the same time, there are similarities and contradictions on both sides of the card. The purpose of this method is to increase the attractiveness, create motivation in the learning process, which helps to strengthen the visual-cognitive skills of students. These cards can be used individually or in groups. The proposed idea can be used not only for teaching, but also for evaluating the students’ learning level. Various test methods are also introduced at the advanced level. According to the cognitive table of Bloom’s theory, with the help of this method, the student’s learning level in the cognitive field can be measured in the middle and upper levels of this pyramid. The experience obtained from several years of implementing this method shows the excellent participation of students. In a survey, proper persistence in the mind and better understanding of scientific materials are among the prominent advantages of the proposed method.