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Effect Analysis of Online and Offline Cognitive Internships Based on the Background of Engineering Education Accreditation

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  • Xumei Zhang

    (School of Automobile and Traffic Engineering, Wuhan University of Science and Technology, Wuhan 430065, China
    Hubei Provincial Key Laboratory of Mechanical Transmission and Manufacturing Engineering, Wuhan University of Science and Technology, Wuhan 430081, China)

  • Ruyuan Liu

    (School of Automobile and Traffic Engineering, Wuhan University of Science and Technology, Wuhan 430065, China)

  • Wei Yan

    (School of Automobile and Traffic Engineering, Wuhan University of Science and Technology, Wuhan 430065, China)

  • Yan Wang

    (School of Computing, Engineering & Mathematics, University of Brighton, Brighton BN2 4GJ, UK)

  • Zhigang Jiang

    (School of Automobile and Traffic Engineering, Wuhan University of Science and Technology, Wuhan 430065, China)

  • Zhaohui Feng

    (School of Automobile and Traffic Engineering, Wuhan University of Science and Technology, Wuhan 430065, China)

Abstract

The Engineering Education Accreditation (EEA) has been adopted in colleges and universities worldwide. As a foundational component of practical teaching, cognitive internship is a focus of EEA, with the offline mode as the common teaching method, while the online mode has been increasingly used in recent years. To meet the requirements of EEA, the effects of the online and offline cognitive internships need to be analyzed and compared. Focusing on the demand, this paper proposes a comprehensive method combining the Goal Achievement Degree (GAD) and CIPP model. The majors of the School of Automotive Transport and Engineering at Wuhan University of Science and Technology (WUST), which include the fields of vehicle engineering, traffic engineering, traffic transport, and logistics engineering, are taken as the example to conduct this research. The main findings of this paper are as follows: (1) Compared with online cognitive internship, offline internship students have a stronger ability to enhance theoretical knowledge and perceive the environment. (2) Utilizing such an online teaching method could be helpful for cultivating students’ analytical skills. (3) From the students’ perspective, the lack of funding for teaching cognitive internships, both online and offline, is the most serious problem. (4) Students perceive that the online cognitive internship helps them to understand knowledge in class and determine career planning, but it does not provide the same effect on those as the offline cognitive internship.

Suggested Citation

  • Xumei Zhang & Ruyuan Liu & Wei Yan & Yan Wang & Zhigang Jiang & Zhaohui Feng, 2022. "Effect Analysis of Online and Offline Cognitive Internships Based on the Background of Engineering Education Accreditation," Sustainability, MDPI, vol. 14(5), pages 1-12, February.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:5:p:2706-:d:758692
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    References listed on IDEAS

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    1. Mostafa Seifan & Oluwaseun Deborah Dada & Aydin Berenjian, 2020. "The Effect of Real and Virtual Construction Field Trips on Students’ Perception and Career Aspiration," Sustainability, MDPI, vol. 12(3), pages 1-14, February.
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    Cited by:

    1. Ji Zhang & Han Yuan & Da Zhang & Yan Li & Ning Mei, 2023. "International Engineering Education Accreditation for Sustainable Career Development: A Comparative Study of Ship Engineering Curricula between China and UK," Sustainability, MDPI, vol. 15(15), pages 1-19, August.

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