Undergraduate and Graduate-level Modules taught

  • ME5204: Air Conditioning and Building Automation (Graduate Module), Semester 1
  • EG1111: Engineering Principles and Practice 1, Semester 1
  • EG1112: Engineering Principles and Practice, Semester 2
  • ME3103: Mechanical Systems Design II, Semester 1 & 2
  • ESP3903: Creating Sensors, Semester 2
  • EG2401: Engineering Professionalism, Semester 2
  • Final-Year Projects, Semester 1 to 2

An overview of my published international peer-reviewed journal papers in connection with PJBL

Based on performance data obtained from a design module ESP3903, this paper aims to determine whether an enhanced Project-based learning (PJBL) with appropriate innovative interventions leads to increased students’ ability to achieve better learning and project outcomes. The interventions refer to incorporating added learning and facilitating methods, namely, (1) use of mind-maps; (2) employment of analogies; and (3) use of round-table discussions.

(Journal Impact Factor: 0.69)
Number of times cited (without self-citation) = 20

 

This study compares and evaluates the learning ability and performance differences between two groups of students undergoing project-based learning (PJBL), with one group having prior PJBL experience, while the other group is being freshly exposed to PJBL. More specifically, it examines if there are significant differences in knowledge score, problem-solving ability, and eventual project-deliverable outcomes between the two sets of students.

(Journal Impact Factor: 0.67)
Number of times cited (without self-citation) = 16

 

This paper compares and evaluates the learning ability and performance differences between two classes of students undergoing Project-based-learning (PJBL). One class was subjected to a pure PJBL curriculum while the other was facilitated via a hybrid PJBL-lecture curriculum. More specifically, it examines if there are significant differences in knowledge score, problem-solving ability, and eventual project-deliverable outcomes between the two sets of students.

(Journal Impact Factor: 0.43)
Number of times cited (without self-citation) = 3

 

This paper entails the design and implementation of a blended learning environment where fundamental concepts belonging to a flipped classroom paradigm are applied to a project-based learning module. Key findings have indicated students exposed to the hybrid Project-Based Learning-Flipped Classroom pedagogy, have acquired improved fundamental formative knowledge, enhanced problem-solving abilities, and better design skill-sets. Paper is in press to be published in June 2020.

(Journal Impact Factor: 0.45)
Published in March 2020