by: the Coordinator of the Engineering Education, FKJ

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

About UMS-ALIEN and Process Simulation Class

The UMS Active Learning in Engineering Education (UMS-ALIEN) initiative represents a dedicated institutional effort to transform conventional teaching practices into active, student-driven learning experiences. Launched with the primary aim of elevating student engagement and enhancing academic outcomes, UMS-ALIEN promotes innovative pedagogical strategies such as cooperative learning, blended approaches, and immersive technological interventions across engineering curricula. Among the core subjects benefiting significantly from this initiative is the Process Simulation class, a pivotal course within chemical engineering education. Traditionally regarded as challenging due to its complex theoretical concepts and computational rigor, Process Simulation demands a high level of student understanding and active participation. However, conventional methods often fall short of fully engaging students or effectively bridging theory and practice. Recognizing these challenges, educators within the UMS-ALIEN framework have proactively sought pedagogical innovations, leading to the integration of cutting-edge instructional approaches such as TPACK-SOLO, to improve learning effectiveness, foster deeper conceptual understanding, and ensure students are well-prepared for real-world engineering scenarios.

Introducing TPACK-SOLO Framework

The integration of the TPACK-SOLO framework represents a groundbreaking approach to engineering education, specifically tailored to enhance the delivery and learning experience of courses like Process Simulation. The Technological, Pedagogical, and Content Knowledge (TPACK) framework emphasizes the harmonious integration of technology, teaching methods, and content expertise, equipping educators with the necessary tools to design highly effective, technology-enriched learning environments. Concurrently, the Structure of the Observed Learning Outcome (SOLO) taxonomy provides a robust mechanism to measure and systematically develop students' cognitive capabilities, from foundational understanding to sophisticated analytical thinking and problem-solving. By combining these two established frameworks, TPACK-SOLO offers a structured pathway for educators to align instructional technology precisely with pedagogical goals and content complexity. This novel synthesis ensures not only effective teaching strategies but also the cultivation of deeper, more meaningful student engagement and higher-order thinking skills, essential for mastering complex subjects like Process Simulation.

Impact on Student Engagement and Learning Outcomes

The strategic integration of the TPACK-SOLO framework in the Process Simulation class has yielded remarkable improvements in student engagement and learning outcomes at UMS. Preliminary assessments and classroom observations indicate a significant rise in student participation, collaboration, and intrinsic motivation, driven largely by interactive simulation activities and real-time technological interactions. Student feedback collected through surveys and interviews highlights an increased sense of confidence, improved problem-solving abilities, and greater satisfaction in tackling complex engineering scenarios. Quantitative data further underscores these achievements: assessment results reveal an overall improvement of approximately 20% in students’ ability to achieve higher-order SOLO taxonomy levels (relational and extended abstract stages) compared to previous semesters utilizing conventional methods. Moreover, educators have noted an increase in active participation, peer interactions, and critical thinking during classroom sessions, suggesting that the TPACK-SOLO approach effectively fosters not only deeper conceptual understanding but also essential soft skills vital for future engineering professionals.