by: the Coordinator of the Engineering Education, FKJ

Credit to: AP. Ts. Dr. Mohd Kamaruddin bin Abd Hamid (Deputy Dean - Academics & International, FKJ)

Inside the Reimagined Simulation Class: What Changed?

Say goodbye to passive labs and step-by-step button-clicking. In this reimagined class, students are not just watching learning happen, they’re driving it. Teams work together, explain concepts to peers, and take on real-world challenges that feel like genuine engineering tasks. The classroom has flipped: it’s no longer lecturer-centered, but student-powered.

• From lectures → to teamwork and peer teaching

• From button-clicking → to problem-solving and design thinking

• From rigid labs → to flexible, blended learning

Learning Highlights

Here’s how the new blended approach comes alive in practice:

• MOOCs + Aspen HYSYS – Students pick up the basics on their own time, revisiting lessons until concepts click.

• Gallery Walks – Groups showcase their work, move around the room, and learn from each other’s simulations.

• Peer Teaching – Explaining to others sharpens understanding and builds confidence.

• Real-Time Challenges – Lab sessions become mini design sprints where quick thinking matters.

• Reflection Journals – Students pause to write about struggles, breakthroughs, and skills they’ve gained.

Skills That Stick

Students walked away with more than just software know-how. This immersive blended class helped them grow into confident, adaptable learners who could think and act like real engineers. 

• Teamwork & Collaboration – Working in groups wasn’t just about dividing tasks; it was about learning to listen, negotiate, and combine different ideas into one solution. Students discovered that diverse perspectives made their designs stronger, and they built the kind of teamwork skills that industry values most.

• Problem-Solving – Instead of panicking over simulation errors, students gained the confidence to troubleshoot step by step. They learned to trace problems back to the source, test possible fixes, and justify their choices. That resilience in facing challenges is what turns technical tasks into real problem-solving practice.

• Software Mastery – Through repeated practice and peer teaching, students became faster and more fluent in Aspen HYSYS. What started as clumsy button-clicking soon became smooth, purposeful actions. By the end of the semester, they weren’t just using the software — they were commanding it.

• Critical Thinking – The biggest leap was moving beyond “just follow the steps.” Students learned to question assumptions, compare design alternatives, and make decisions with reasoning. This shift from surface learning to deeper, design-level thinking shows that the class was not about reproducing results, but about becoming thinkers.

Why It Matters

This blended, immersive approach is more than just a teaching experiment, it is a blueprint for the future of engineering education at UMS. By redesigning simulation classes to balance digital flexibility with hands-on collaboration, students experience the best of both worlds: the freedom to learn at their own pace and the excitement of solving problems together.

It directly aligns with the EAC 2024 outcomes, ensuring graduates develop not only technical competence but also communication, teamwork, and lifelong learning skills. These are the very attributes employers demand in a fast-changing industry. Students are no longer just learning how to run Aspen HYSYS; they are training to think critically, adapt quickly, and contribute meaningfully to real-world engineering challenges.

Most importantly, this approach makes students want to learn. Motivation, confidence, and curiosity become natural byproducts when education feels engaging and relevant. In doing so, UMS is not simply teaching courses, it is shaping active, adaptable, and unstoppable engineers who will be ready to thrive in the digital and industrial landscapes of tomorrow.

“Before this, I thought simulation was just about clicking buttons. Now I feel like I’m actually solving engineering problems.”

“The mix of online and team activities made learning more flexible. I could practice at my own pace, then test myself in class with real challenges.”