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A Comparative Study for Determining the Impact of Simulation-based, Hands-on and Feedback Mechanisms on Students’ Learning in Engineering Technology and Computer Networking Programs

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2017 ASEE Annual Conference & Exposition


Columbus, Ohio

Publication Date

June 24, 2017

Start Date

June 24, 2017

End Date

June 28, 2017

Conference Session

Computing Technology Session 2

Tagged Division

Computers in Education

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Paper Authors


Usman Ghani Robert Morris University

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Usman Ghani
Robert Morris University

Usman Ghani is a senior professor of Network and Communication Management in the College of Engineering and Information Science at Robert Morris University, Chicago, Illinois. Professor Ghani’s area of specialization is ‘Network Infrastructure and Security’. Mr. Ghani began his career as an Electronics Engineer for Johnson Controls, Inc. in Milwaukee, Wisconsin, developing machine code for high end industrial controllers. Later he joined Illinois Technical College, Chicago, IL where he developed and taught courses in the various domains of computer communications. Dr. Ghani joined DeVry University as an assistant professor to teach engineering technology related courses but his interest in computer networking compelled him to get trained and obtained many industry certifications including CCNA (Cisco Certified Network Associate), CCNA-Security, MCP (Microsoft Certified Professional) and VCP (VMWare Certified Professional); he is also a Cisco Certified Academy Instructor (CCAI). To bring real world experience into his classroom, Professor Ghani frequently gets involved in various professional IT consulting assignments as well. He is currently teaching MIS graduate courses at Robert-Morris University.

Dr. Ghani holds MSEE from Illinois Institute of Technology, MBA from Keller Graduate School of Management and Doctorate from Northern Illinois University.

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Ahmed S. Khan DeVry University, Addison Orcid 16x16

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Dr. Ahmed S. Khan is a Senior Professor in the College of Engineering and Information Sciences at DeVry University, Addison, Illinois. Dr. Khan has more than thirty-two years of experience in research, instruction, curricula design and development, program evaluation and accreditation, management and supervision.

Dr. Khan received an MSEE from Michigan Technological University, an MBA from Keller Graduate School of Management, and his Ph.D. from Colorado State University. His research interests are in the areas of Nanotechnology, Fiber Optic Communications, Faculty Development, and Social and Ethical Implications of Technology. He is the author of many educational papers and presentations. He has authored/coauthored the following books:

• Nanotechnology: Ethical and Social Implications (2012)
• Technology and Society: Issues for the 21st Century and Beyond 3E, (2008)
• The Telecommunications Fact Book and Illustrated Dictionary 2E (2006)
• Fiber Optic Communication: An Applied Approach, Prentice Hall, N.J. (2002)
• Technology and Society: A Bridge to the 21st Century (2002)
• Technology and Society: Crossroads to the 21st Century (1996)
• Technology and Society: A Spectrum of Issues for the 21st Century (1994)
• The Telecommunications Fact Book and Illustrated Dictionary (1992)

Dr. Khan is a senior member of the Institute of Electrical and Electronics Engineering (IEEE), and a member of American Society of Engineering Education (ASEE), and has been listed in Who’s Who among America’s Teachers. Dr. Khan also serves as a program evaluator for the Accreditation Board for Engineering and Technology (ABET).

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The use of Simulation-based labs has been gaining currency in the domains of engineering technology and IT programs. In Simulation-based teaching, various feedback mechanism play a vital role for improving student learning as it guides and refines learning through scaffolding. A number of studies in literature have shown that students’ learning is enhanced in Simulation context when feedback is incorporated How effective is simulation-based teaching methodology in comparison to traditional hands-on activity based labs? This paper compares the findings of two studies conducted to determine the effectiveness of simulation-based, hands-on and feedback mechanism on students learning by answering the following questions: 1). Does the use of simulation improve students‘learning outcomes? 2). How do faculty members perceive the use and effectiveness of simulation in the delivery of technical course content? 3). How do students perceive the instructional design features embedded in the simulation program such as exploration and scaffolding support in learning new concepts? 4.) What is the effect of feedback mechanisms on students’ learning in the use of simulation-based labs? The paper also discusses the other aspects of findings which reveal that simulation by itself is not very effective in promoting student learning. Simulation becomes effective when it is followed by hands-on activity and feedback mechanisms. Furthermore, the paper presents recommendations for improving student learning through the use of simulation-based, hands-on, and feedback-based teaching methodologies.

Taher, M. T., & Ghani, U., & Khan, A. S. (2017, June), A Comparative Study for Determining the Impact of Simulation-based, Hands-on and Feedback Mechanisms on Students’ Learning in Engineering Technology and Computer Networking Programs Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--27452

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