by: the Coordinator of the Engineering Education, FKJ

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

The Universiti Malaysia Sabah (UMS) Active Learning in Engineering Education (UMS-ALIEN) initiative represents a groundbreaking approach to engineering education, redefining how knowledge is imparted and skills are developed. This initiative was established under the UMS Future Ready Engineering Educators (UMS-Future) framework to address the limitations of traditional lecture-based teaching methods. While conventional approaches effectively deliver content, they often fall short in fostering critical thinking, active student engagement, and bridging the gap between theoretical knowledge and real-world applications.

The driving force behind UMS-ALIEN is the need for a structured, transformative pedagogical framework that prepares students to meet the dynamic challenges of the engineering industry. This framework adopts a progressive, hierarchical structure with ten levels, each representing a distinct milestone in the evolution of teaching and learning methodologies. From foundational active learning techniques to advanced blended-cooperative problem-solving strategies, UMS-ALIEN equips both educators and students with the tools and skills needed to thrive in a rapidly evolving, technology-driven landscape.

At its core, UMS-ALIEN seeks to shift the educator's role from a traditional instructor to a facilitator of student-centered learning. By implementing active learning strategies, cooperative learning models, and cutting-edge digital tools, the initiative creates a participatory and immersive learning environment. This transformation ensures that students develop essential skills, such as teamwork, adaptability, and problem-solving, which are critical for their professional success.

The UMS-ALIEN framework is uniquely adaptable across diverse engineering disciplines, incorporating tools like Learning Management Systems (e.g., Moodle), discipline-specific simulators (e.g., Aspen HYSYS), and programming platforms (e.g., MATLAB). This adaptability allows the initiative to meet the specific objectives of various courses while maintaining a unified focus on active and participatory learning.

Since its implementation, UMS-ALIEN has been integrated into multiple engineering courses, including Process Simulation, Programming, and Process Design, with remarkable success. Students exposed to this framework have demonstrated significant improvements in engagement, critical thinking, and technical competencies. The framework’s emphasis on blending digital tools with hands-on, collaborative learning experiences has created dynamic and effective educational settings.

The 10 Stages of UMS-ALIEN Framework:

1. Active Learning: Introduces hands-on tasks, discussions, and problem-solving activities to engage students directly and develop foundational analytical skills.

2. Blended Active Learning: Combines face-to-face and online learning, allowing students to review materials at their own pace and reinforce understanding outside the classroom.

3. Collaborative Learning: Focuses on teamwork and communication, encouraging students to work in groups to achieve common goals while building interdependence.

4. Blended Collaborative Learning: Integrates digital tools to facilitate teamwork across physical and virtual spaces, enhancing interaction and accountability among group members.

5. Cooperative Learning: Assigns structured, team-based tasks with individual roles, promoting accountability and collaboration for successful project outcomes.

6. Blended Cooperative Learning: Adds online platforms to support cooperative tasks, enabling digital coordination, progress tracking, and teamwork in hybrid settings.

7. Problem-Based Learning (PBL): Challenges students with open-ended, real-world problems, fostering critical thinking, analysis, and solution-oriented approaches.

8. Blended Problem-Based Learning: Incorporates online tools and simulations to explore and solve complex problems, offering flexibility and in-depth analysis.

9. Cooperative Problem-Based Learning: Merges PBL and cooperative learning, where teams tackle challenging problems with structured roles, promoting collaboration and critical thinking.

10. Blended Cooperative Problem-Based Learning: Fully integrates online tools for team-based problem-solving, preparing students for real-world engineering challenges through immersive, collaborative approaches.

Please refer to this manuscript for more details:  https://doi.org/10.11113/ajee2024.8n2.172