Dạy học kĩ thuật cơ khí ở đại học theo tiếp cận học bằng làm tt tiếng anh

MINISTRY OF EDUCATION AND TRAINING
HANOI NATIONAL UNIVERSITY OF EDUCATION

VO THI NHU UYEN

TEACHING MECHANICAL ENGINEERING IN
UNIVERSITY BY THE MODE OF LEARNING BY DOING

Speciality: Teaching model and theory about Industrial
Engineering
Classification: 9.14.01.11

A SUMMARY OF EDUCATION DOCTORAL THESIS

Hanoi – 2019


Thesis is done at Hanoi National University of Education

Supervisors: Prof.Dr. Nguyen Xuan Lac
Assoc. Prof. Dr Nguyen Hoai Nam

Reviewer 1: Assoc. Prof. Dr Thai The Hung
Hanoi University of Science and Technology
Reviewer 2: Assoc. Prof. Dr Mac Van Tien
National Institute for Vocational Education and Training
Reviewer 3: Assoc. Prof. Dr Nguyen Trong Khanh
Hanoi National University of Education

Thesis will be presented before the school-level Thesis Committee at
Thesis presentation room, the 2nd floor, Library building, Hanoi

National University of Education
136 Xuan Thuy, Cau Giay, Hanoi
in...............date...................month

Thesis can be found at: National Library, Hanoi
Or the Library of Hanoi National University of Education


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INTRODUCTION
1. The importance of the subject
Resolution No. 29-NQ/TW of the 8th Plenum of the 11th National
Assembly has expressed the viewpoint of building an intensive and
practical education; training in the way that enhances quality and
capacity of the learners; encouraging self-study; vigorously renovating
university education which attaches the importance to developing
creative capacities and practical skills; assessing the results of the
education in the direction of concentrating on analytical, creative
ability, self-updating knowledge and practical capacity.
Mechanical engineering is the traditional and long-standing major
of the engineering sector at the university. From 2010 until now, the
application of advanced training models (such as CDIO) in the
development of engineering training programs has been quickly
disseminated and widely applied at universities in Vietnam (including
mechanical engineering major). However, the mechanical engineering
teaching has still slowly innovated, not exposing students to practical
technical issues to self-solve problems.
Learning by doing is a learner-centered approach, in which
knowlegde is delivered through directly carrying out practical technical

tasks., Thus, learners really become the "experimentalists" to explore
different hypotheses in order to optimize the technical issues.
Based on the above problems, the implementation of the topic
"Teaching mechanical engineering in university by the mode of
learning by doing" is extremely necessary, in line with the trend of
educational progress in the world.
2. The aim of the study
The study aims at proposing process of learning by doing approach
to university students with the appropriate technical content in order to
improve the learning outcomes and active learning of students.


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3. The object and subject of the study
3.1. The object of the study
The study investigates the teaching of mechanical engineering to
students in the following universities: Hanoi University of Industry,
Hung Yen University of Technology and Education, Nam Dinh
University of Technology Education.
3.2. The subject of the study
The study identifies four research subjects to clarify, including:
(1) Learning by doing model in teaching mechanical engineering at
the universities.
(2) The nature, principles, characteristics and processes of
mechanical engineering teaching at the universities based on learning by
doing model.
(3) The situation of mechanical engineering teaching at the
universities based on learning by doing model.
(4) The process of mechanical engineering teaching at the

universities’ content based on learning by doing model.
4. Scientific hypothesis
The hypothesis needs to be proved on the research object, including:
(1) In the field of mechanical engineering teaching., the learning by
doing model is the development of experiential learning model at the
universities.
(2) Establishing technical tasks by lecturers – learning from
experiments by students are the nature of teaching mechanical engineering
according to learning by doing model.
(3) The learning by doing model is not focused on in reality of
mechanical engineering teaching.
(4) Measures process of learning by doing in mechanical engineering
teaching have a positive impact on the results and learning process of


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students.
5. The responsibility of the study
- To study the scientific basis (theoretical and practical) of
mechanical engineering teaching by learning by doing approach to
students.
- To propose learning by doing models of teaching mechanical
engineering to university students.
- To carry out pedagogical experiments and expert approach to
evaluate research findings.
6. The scope and limitations of the study
- In terms of theory: There are many different notions of "learning
by doing". The thesis bases on the viewpoint of Kolb (1984), Bates
(2015), in case of learning by doing is the process

- In terms of situation: The research focuses on the current
situation in these universities: Hanoi University of Industry, Hung Yen
University of Technology and Education, Nam Dinh University of
Technology Education on August of 2018.
- In terms of experiment: The study analyzes the mechanical
engineering education program at Hanoi University of Industry to design
lectures. It also organize expert models and pedagogical experiment at
Hanoi University of Industry in the first semester of the school year
2018-2019.
7. Research modelology
The theoretical research models, the practical research models and
other supporting models.
8. The points to be presented
- Teaching mechanical engineering by learning by doing approach
needs to build a model that clearly describes the students' learning
activities. This model needs to include the actual technical tasks of


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mechanical engineers.
- Teaching mechanical engineering by learning by doing
approach emphasizes “establishing technical tasks – learning from
experiments”, in which lecturers set up technical tasks associated with
real situations, students must work hard to find out, solve problems
with practical actions such as brainstorming, prototype design, testing,
improvement.
- To effectively teach mechanical engineering by learning by
doing approach, it is necessary to: 1/ Designing technical tasks based on
learning by doing model; 2/ Using strategies of teaching based on

learning by doing model; 3/ Evaluating learning results based on learning
by doing model.
9. Contributions of the study
- To build a teaching model of mechanical engineering by
learning by doing approach
- To point out the nature, principles, features and process of
mechanical engineering teaching by learning by doing model.
- To examine the prevailing impact of mechanical engineering
teaching to the learning process and outcomes of students in the current
context of Vietnam.
- To propose process of mechanical engineering teaching by
learning by doing models including: 1/ Designing mechanical
engineering problems by learning by doing approach; 2/ Using forms of
teaching mechanical engineering by learning by doing models; 3/
Evaluating the outcomes based on students’ progress and results.


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CHAPTER 1. LITERATURE REVIEW

1.1. Overview
1.1.1. The previous studies on learning by doing approach
a) Around the world
The views of philosophers and educators in the world all agree that
learning by doing is an available learning model in human development;
it happens naturally. People learn from everything when they do.
Bates’ research (2015) shows that learning by doing is a type of
experiential learning that occurs when learners directly approach to real
contexts, Kolb’s experiential learning model (1984) is an effective
approach to understand and adopt learning by doing model. The role of

the instructor is " benchmarker and evaluator”.
Studies by other authors also notice that in order to learn well,
students need to be facilitated to work more like reading, writing,
discussing, or problem solving rather than just listening passively.
b) In Vietnam
The studies of Dang Thanh Hung (2002), Nguyen Xuan Lac
(2016), Nguyen The Loc (2010) and other authors all agree that learning
by doing model is a fundamental base that improves “discovering seeking” skills of learners, letting them acquire knowledge and skills by
themselves.
1.1.2. The studies on mechanical engineering teaching by learning by
doing model
a) Around the world
The studies of Mills & Treagust (2003), Wurdinger (2005), Clark,
Threeton, & Ewing (2010), Savage, Birch & Noussi (2011), Efstratia
(2014) and technical educators in the world all agree that to think and
practice as an engineer, students must take part in addressing practical


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issues by their creative ideas, technical parameters and the uncertainty
factors. Technical tasks in the real context must be compulsory in
technical practice courses of students.
b) In Vietnam
The studies of Nguyen Van Bay (2015), Nguyen Trong Khanh
(2011), Vu Thi Lan (2014), Tran Tuyen (2014), Tran Cong Sang (2016),
Nguyen Thi Thanh Huyen (2018) and many other researchers all
emphasize the role of technical problems, projects and case studies in
technical practice teaching for students. However, there has been no
specific study on mechanical engineering teaching based on learning by

doing approach.
1.2. Definitions
1.2.1. Learning by doing
Learning by doing is a type of experiential learning where learners
are engaged in a direct action in a real environment (or virtual
environment) in which learners acquire knowledge or/and skills through
direct experience of taking on a specific task.
1.2.2. Teaching mechanical engineering
Teaching is the work of teachers to purposefully influence learners
and their learning behaviors and process; creating the environment and
necessary conditions for learners to maintain and improve learning
efficiency. control the process and learning outcomes.
Mechanical engineering is the discipline related to the design,
production, installation and operation of engines, machinery and
production processes. Mechanics include the application of the principles
of dynamics, cybernetics, thermodynamics and heat transfer, fluid
mechanics, material strength, material science, electronics and
mathematics.
Mechanical engineering teaching is the task of mechanical


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engineering instructors in the university, in which they teach students the
theoretical knowledge and practical skills to design, assemble and
operate the machinery and mechanical systems through the learning
process of mechanical engineering modules.
1.2.3. Teaching mechanical engineering by learning by doing model
Teaching mechanical engineering in a learning by doing mode is
a kind of student-centered learning, in which the instructor process

mechanical engineering content into specific action tasks with real
events, issues in order to organize them in terms of learning by doing
model.
1.3 Building a learning by doing teaching model of mechanical
engineering
1.3.1. Learning by doing approach
There are many different views about "learning by doing", but this
study is based on Bates's (2015) view, in which learners directly engage
in actions in particular context. The learning by doing model is the
experiential learning model (especially the model of Kolb (1984)) but
emphasizes the direct work of learners.
1.3.2. Learning by doing model in teaching mechanical engineering at
the university
The learning by doing model in teaching mechanical engineering
in university needs to fully reflect the works/tasks that mechanical
engineers do, including:
(1) Analyze practical issues to perceive how mechanical devices
can solve problems.
(2) Brainstorm solutions, designing or redesigning devices,
machines, mechanical systems with computer support such as CAD,
CAM...


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(3) Assemble and test of prototypes
(4) Operate and monitor the process of manufacturing mechanical
equipment and products
The study applied Kolb’s experiential learning model (1984) to
develop the learning by doingmodel in mechanical engineering

teaching (Figure 1.1).

Hình 1.1: Learning by doing model in teaching mechanical engineering at
the university
Mechanical engineering students engage in this model in 4 stages:
- Stage 1: Technical Experience. Students directly experience
with equipment, machinery and mechanical systems to observe their
operation frequency in real environments;
- Stage 2: Technical Exploring. Students use computer
simulations or study technical documents (books, design drawings,


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technical data) for exploring technical issues in order to explain the
phenomenon they observed;
- Stage 3: Technical Creation. Students brainstorm ideas, build
hypotheses, calculate theory and make rational decisions for tasks to be
solved;
- Stage 4: Technical Testing. Students conduct fabrication (or
building) and prototype testing, then use equipment (or tools) to measure.
1.4. Learning by doing model in teaching mechanical engineering to
engineering university students
1.4.1. Nature
The nature of mechanical engineering teaching in the form of
learning by doing is to create the technical tasks and an experimental
environment for students to directly participate in order to positively
acquire knowledge.
1.4.2. Principles
(1) Build the technical tasks associated with practical issues for

students to implement.
(2) Apply experiential learning strategies and environment
(laboratory training).
1.4.3. Features
- In terms of teaching content: In accordance with the content of
knowledge of (1) technical design, (2) manufacturing (processing,
operating) techniques.
- In terms of teaching models: Laboratory training is a core feature
of the teaching model.
- In terms of teaching strategy: "Experimental" teaching strategies
are the main feature of mechanical engineering teaching in universities
by learning by doing model.
- In terms of teaching and learning facilities: support for


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experiment and practice.
1.4.4 Some teaching measures of learning by doing model
- Shift: the lecturers establish plans for students to investigate the
research object from one situation to another one so that the subject
reveals its properties, characteristics and functions. Thus, students can
observe, detect, examine, survey, collect data to experiment with their
own ideas.
- Transform: The lecturers organize students to do the act of
transforming the object of study from one state to another one so that the
subject reveals its own attributes and relationships. Hence, students
understand the concepts or skills that need to be comprehended on the
way of making real products.
The shifting and transforming model can be combined to clarify

technical objects.
1.5. The motivation of university students in mechanical engineering
impacts on teaching by learning by doing model.
- Learning motivation for lecturers' technical lectures
- Learning motivation for technical tasks
Conclusion of Chapter 1
The national and international literature review shows that no
research has directly mentioned the mechanical engineering teaching in
universities by learning by doing model.
The results of theoretical research confirmed that learning by
doing is a type of experiential learning that learners directly participate
in a specific context.
The research built basic concepts such as (1) learning by doing,
(2) teaching mechanical engineering, (3) teaching mechanical
engineering by learning by doing model. The study built a model of
learning by doing in teaching mechanical engineering at university based


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on the experiential learning model of Kolb (1984).
Analyzing the nature, principles and characteristics of mechanical
engineering teaching at the universities by learning by doing model.
CHAPTER 2: REVIEW OF MECHANICAL ENGINEERING
TEACHING BY LEARNING BY DOING MODEL FOR UNIVERSITY
STUDENTS IN VIETNAM

2.1. The aim of survey
To assess the situation of mechanical engineering teaching with
appropriate modules in the universities by learning by doing model.

2.2. Design of survey modelology
2.2.1. The object and scope of survey
(1) Object
Lecturer and full-time students in mechanical engineering major
that have been studying a specialized field of mechanical engineering at
technical universities.
(2) Scope
Hanoi University of Industry, Hung Yen University of
Technical Education, and Nam Dinh University of Technical
Education are technical universities oriented to application jobs.
2.2.2 Content, modelology and scale of survey
(1) Content
There is 5 main points in teaching mechanical engineering at the
universities by learning by doing model, including:
- The frequency of applying learning by doing model, compared
to other learning model in teaching mechanical engineering.
- The role of lecturers in teaching mechanical engineering by
learning by doing model.
- The frequency of learning activities that the students actively
participant in based on learning by doing model.


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- The learning content in teaching mechanical engineering by
learning by doing model.
- The characteristics in teaching mechanical engineering by
learning by doing model.
(2) Research model
Questionnaire

(3) Sample size
Survey: 300 for students, 100 for lecturers.
Interview: 30 people (including 10 lecturers, 20 students) by
directly calling.
2.2.3. Data collection and data analysis model
(1) Data collection and duration: Directly sending or emailing
the questionnaire, starting from August 2018.
(2) Data analysis tools: SPSS 22.0 software with Mann-Whitney
tests, Kruskall-Wallis, Cronbach Alpha, EFA, Friedman tests;
Descriptive statistics; chart statistics.
(3) Data evaluation techniques: Calculating the average score and
choose the minimum of "3.4" or above to assess the success of teaching
mechanical engineering by learning by doing model.
2.3. Findings and discussion
A total of 400 questionnaires were sent out, and 350 of them are
valid. 95 responses are from mechanical engineering lecturers (27%),
and 255 responses from mechanical engineering students (73%).
2.3.1. The application frequency of learning by doing model in
teaching mechanical engineering
Lecturers rarely use this model in mechanical engineering
teaching.
2.3.2. The role of lecturers in teaching mechanical engineering by
learning by doing model


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The role of "benchmarker and evaluator" has not been emphasized
by lecturers in teaching mechanical engineering.
2.3.3. The frequency of learning activities that the students actively

participant in based on learning by doing model.
Learning by doing activities are mainly available illustrative
examples, which are stereotypical, rigid and fail to encourage students to
solve real technical problems.
2.3.4. The course content in teaching mechanical engineering by
learning by doing model
Technical tasks have not allowed students to directly connect
with reality in order to discover the technical problems and explain
phenomena by their own.
2.3.5. The characteristics in teaching mechanical engineering by
learning by doing model
Technical tasks have not been associated with actual contexts;
teaching models have not focused on the experimental research; teaching
strategies have not promoted discovery of students in real context.
Conclusion of chapter 2
Lecturers have not shaped a clear learning type in mechanical
engineering teaching. The role of "benchmarker and evaluator" in
teaching mechanical engineering by learning by doing model is quite
vague. Activities mainly emphasize the role of the lecturers, while
students rarely actually work. Technical tasks have not allowed
students to directly connect with reality. The course contents have not
been fully associated with actual events and promoted students
'creativity; teaching models have not focused on the experimental
research; teaching strategies have not encouraged students'
exploration.


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CHAPTER 3: PROCESS OF DESIGN TEACHING MECHANIC

ENGINEERING AT UNIVERSITIES BY LEARNING BY DOING
3.1. Task 1: Analyzing the university education programs in
mechanical engineering (at Hanoi University of Industry)
3.1.1. Curriculum
The objectives and contents of technical design, fabrication,
processing, operation of machinery and mechanical engineering systems
are appropriate for teaching by learning by doing model.
3.1.2. Định hướng lựa chọn nội dung kỹ thuật cơ khí thích hợp với học
bằng làm
3.1.2. Selecting appropriate mechanical engineering modules based on
learning by doing model
(1) Focusing on the modules of design, manufacturing, processing
or operating machinery and actual mechanical systems.
(2) Containing technical tasks and challenges from complex real
events.
(3) Developing mechanical engineering skills.
3.2. Task 2: Designing mechanical engineering tasks in teaching by
learning by doing model
3.2.1. General criteria of designing mechanical engineering tasks
(1) Being an open mechanical engineering problem
(2) Focusing on the problem of mechanical engineering in the real
context
(3) Orienting towards practice
(4) Focusing on the individual's work over teamwork
3.2.2. Designing the tasks of manufacturing and operating as a case
study in mechanical engineering
3.2.2.1. The meaning of case studies in teaching mechanical engineering


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by learning by doing model
The case is built based on facts and complex issues. They are
developed to excite students. Using case studies in teaching
manufacturing and mechanical operation is the application using actual
technical situations that mechanical engineers face
3.2.2.2. The process of designing case studies in teaching mechanical
engineering by learning by doing model
Step 1: Determine lesson objectives
Step 2: Select case studies
Step 3: Prepare case studies
3.2.2.3. Illustrate the design of technical tasks in "Lesson 5: Tiện trụ
bậc” - module "Cutting practice 1"
3.2.3. Design mechanical engineering design tasks in the form of
experiential learning projects
3.2.3.1. The meaning of experiential learning project in teaching
mechanical engineering by learning by doing model
The experiential learning project is an effective teaching task in
technical design teaching for real technical issues.
3.2.3.2. The process of designing experiential learning project in
teaching mechanical engineering
Step 1: Select the topic and establish the initial goal
Step 2: Develop project-oriented questions
Step 3: Prepare the learning tools and materials
3.2.3.3. Illustrating the design of experiential learning project in the
"Machine manufacturing technology project" module
3.3. Task 3: Designing strategies of teaching mechanical engineering
by Learning by doing model.
3.3.1. Job 3.1: Using case studies for design teaching mechanical
engineering fabrication and operation

3.3.1.1. Teaching approach


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The empirical case study in the laboratory – workshop is
conformable to teaching the content of mechanical engineering
production and operation.
3.3.1.2. Using case studies for design teaching
Teaching mechanical production and operation based on case
studies is usually conducted in two phases: 1/ Orientation; 2/
Researching for solving problems.
3.3.1.3. Illustrate design teaching "Lesson 5: Tiện trụ bậc” – module
Cutting practice 1
3.3.2. Job 3.2: Using experiential learning projects in teaching
mechanical engineering design.
3.3.2.1. Teaching approach
Experiential learning project in teaching mechanical engineering
design is experimental and time-intensive.
3.3.2.2. Teaching process using experiential learning projects
The process of teaching based on experiential learning projects
usually consists of the following three phases: Phase 1: Orientation;
Phase 2: Implementation; Phase 3: Completion
3.3.2.3. Illustrate the teaching process "Machine manufacturing
technology project"
3.4. Task 4: Design evaluating the learning results in teaching
mechanical engineering by learning by doing model
3.4.2. Identifying evaluation criteria
- Relevance: Is the solution appropriate to the issue?
- Feasibility: Is the solutions possible to be implemented in terms

of financial resources, time, human resources in the real context?
- Efficiency: Can the solutions solve the problem?
- Novelty: Are these solutions new or they are only in set standards
and procedures?


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Besides that, there are criteria for evaluating product, reports,
presentations…
3.4.2. The process of establishing evaluation techniques
Step 1: Defining learning objectives/results
Step 2: Selecting the evaluation techniques
Step 3: Developing evaluation criteria
Step 4: Organizing evaluation activities
3.4.3. Illustrating the setting up of evaluation techniques
3.4.3.1. Illustrating the settiing up of evaluation techniques for "Lesson
5: Tiện trụ bậc” – module Cutting practice 1
3.4.3.2. Illustrating the settiing up of evaluation techniques for "Machine
manufacturing technology project"
Conclusion of chapter 3
The modules of technical design, fabrication and operation of
machinery and mechanical engineering systems are consistent with
teaching by learning by doing model. There are two types of mechanical
engineering tasks suitable for the model: (1) manufacturing and operating
mechanical engineering tasks in the form of case studies; (2) designing
mechanical engineering tasks in the form of experiential learning projects.
The mechanical engineering tasks should be carried out based on
appropriate teaching strategies including: (1) teaching mechanical
engineering production and operation based on case studies, (2) teaching

mechanical engineering design based on experience learning project.
Evaluating learning outcomes in teaching mechanical
engineering by learning by doing approach must cover the learning
process and the students' products. In particular, process evaluation is
a core element of learning outcomes.
Based on the measures of teaching mechanical engineering in the


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university by learning by doing doing, the thesis has illustrated the
designing of teaching two subjects: (1) "Lesson 5: Tiện trụ bậc" - module
Practice cutting 1; (2) Machine manufacturing technology project.
CHAPTER 4: EXAMINATION AND EVALUATION
4.1. 4.1. Evaluating research results by the expert model
4.1.1. The aim
The research is to evaluate the necessity and feasibility of
mechanical engineering teaching measures in the universities based on
learning by doing approach.
4.1.2. Research design
There were 30 experts in two areas to be selected, including:
Mechanical Engineering (15 experts), Pedagogy (15 experts).
A questionnaire comprising assessment criteria for the necessity
and feasibility of of mechanical engineering teaching measures in the
universities based on learning by doing approach was designed to collect
data.
4.1.3. Research results
100% of the experts have doctoral or higher degrees. The
educational level of the experts in both fields is similar and there is likely
no significant difference between them.

4.1.4. Discussion
(1) The necessity of mechanical engineering teaching measures
based on learning by doing model
The analysis of Friedman in SPSS showed that the measures of
teaching mechanical engineering based on learning by doing model are
necessary (mean > 3.4 in all cases).
(2) The feasibility of mechanical engineering teaching measures
based on learning by doing model
The analysis of Friedman in SPSS showed that the measures of


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teaching mechanical engineering based on learning by doing model are
feasible (mean > 3.4 in all cases).
(3) The quality of the design lessons illustrated in the mechanical
engineering based on learning by doing model
The interview results indicated that the experts evaluated the
designed illustrations to be of good quality, thereby confirming the
quality of lectures to conduct pedagogical experiment.
4.2. Experimental pedagogy
4.2.1. The aim
The research is to evaluate the impacts of mechanical engineering
teaching measures on the learning process and outcomes of students in
the appropriate modules of mechanical engineering based on learning by
doing approach.
4.2.2. Research design
4.2.2.1. The experimental subjects and the experiment’s scope
- The experiment’s area: Hanoi University of Industry. The
experimental time is from August 2018.

- The experimental subjects: 40 students of 2303101 class batch
th
12 who are studying the module "Cutting practice 1" were divided
into experimental groups (20 students) and control groups (20
students) for experiments of mechanical engineering production and
operation. And 40 students of class 0103132 in batch 10th who are
studying the module "Machine manufacturing technology project"
were divided into experimental groups (20 students) and control
group (20 students) for experiment of mechanical engineering design.
4.2.2.2.Content, materials, teachers participate experimental
measurement tools and experimental results.
a) The experiment of mechanical engineering production and


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operation
The experiment content: Teaching "Lesson 5: Tiện trụ bậc" in the
module "Cutting practice 1" with the total time of 12 hours in September 5th
and 12th, 2018, which is 1st year semester of school year 2018-2019.
Tài liệu thực nghiệm: (1) Nhiệm vụ Tiện bán trục động cơ xe máy
Vespa 150 đã được thiết kế, (2) Áp dụng chiến lược dạy học dựa vào
nghiên cứu trường hợp, (3) Công cụ đánh giá kết quả học tập.
Materials: (1) The tasks of Tiện bán trục động cơ xe máy Vespa
150 which has been designed, (2) Application of teaching strategies
based on case studies, (3) Tools for evaluating experimental results.
Lecturers participating in the experiment: Lecturer who teaches in
both experimental group and control group.
Outcomes measurement tools: Writing exam (5 points), Practical exam
(5 points).

b) The experiment of mechanical engineering design
The experiment content: The experiment of module "Machine
manufacturing technology project" (2 credits), which were conducted
from August 14 to November 21, 2018.
Materials: (1) Technical design tasks for the module "Machine
manufacturing technology project", (2) Application of teaching
strategies based on experiential learning projects, (3) Tools for
evaluating learning outcomes.
Lecturers participating in the experiment: Lecturer who teach in
both experimental group and control group.
Outcome measurement tools: oral exam (3 points), writen report
(3 points), product (4 points).
4.2.2.3. Evaluating the learning process of students
Professional knowledge
Professional skills


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Attitudes (Personal and social values)
4.2.3. Experimental pedagogical process
4.2.4. Research results and discussion
4.2.4.1. Mechanical engineering production and operation teaching
The simultaneous use of three measures, including (1) tasks of
mechanical engineering production and operation in the form of case
studies, (2) teaching mechanical engineering production and operation
based on case studies and, (3) assessing learning outcomes in teaching
by learning by doing approach, positively affected student learning
outcomes of “mechanical production and operation”.
4.2.4.2. Mechanical engineering design teaching

The simultaneous use of three measures, including (1) mechanical
engineering design tasks in the form of experiential learning projects, (2)
teaching mechanical engineering design based on experiential learning
projects and (3) assessing learning outcomes in teaching by learning by
doing approach, positively impacted student learning outcomes of
“technical design”.
4.2.4.3. The influence of mechanical engineering teaching measures on
the learning process of students based on learning by doing approach
The mechanical engineering teaching measures based on learning
by doing approach have had a positive impact on the learning process of
students.
Conclusion of chapter 4
Evaluating research results by expert models confirmed that the
mechanical engineering teaching measures in the universities by learning
by doing approach are very necessary and feasible.
Experimental pedagogical results in two typical illustrative
examples showed that (1) technical tasks in the form of case studies have


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a substantial impact on the modules of mechanical engineering
production and operation; (2) technical tasks in the form of experiential
learning projects have a considerable influence on the modules of
mechanical engineering design.
CONCLUSIONS AND RECOMMENDATIONS
1. Conclusions
This study summarized and developed the theoretical basis of
mechanical engineering teaching by learning by doing model. In
particular, the concept of learning by doing in terms of theory was

approached. The model is a type of experiential learning that the learners
directly participate in the lecture in a specific context. The learning by
doing model is the experiential learning model (especially the model of
Kolb), but emphasizes the direct work of students.
The study built basic concepts such as (1) learning by doing, (2)
mechanical engineering teaching, (3) mechanical engineering teaching
by learning by doing model. It also constructed a model of learning by
doing in teaching mechanical engineering in the universities based on
applying the experiential learning model of Kolb (1984). Since then, the
nature, principles, characteristics of teaching and the factors that
motivate students' motivation were clarified. The study also affirmed that
teaching mechanical engineering by learning by doing approach is
probably appropriate for the technical design, production and operation.
The real situation showed that, the lecturers rarely apply the model
in mechanical engineering teaching although they are aware of its
importance, because they lack the ideas and measures. The lecturers have
not yet clearly demonstrated the role of "benchmarker and evaluator" in
teaching mechanical engineering by learning by doing approach. Also,
students hardly ever engage in the activities such as case studies,


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experiential learning projects, real problems. Technical tasks have not
allowed students to directly and fully experience actual equipment,
machinery and mechanical systems to detect the problems, brainstorm
the solutions and verify by experiments. Meanwhile, the teaching content
has not encouraged creativity, teaching models have not aimed at the
discovery of students and teaching strategies have not yet enhanced the
students' experimentation.

Analyzing university training programs in mechanical engineering
at Hanoi University of Industry showed that teaching mechanical
engineering by learning by doing approach is consistent with the
objectives and content of technical design, production and operation of
machinery and mechanical engineering systems.
Based on the theoretical and practical basis of the teaching
mechanical engineering by learning by doing to university students, this
study developes three teaching measures, including:
(1) Designing mechanical engineering tasks in teaching learning
by doing approach. In particular, the study clarified the meaning and
process of designing two basic types of tasks: 1/ the task of mechanical
engineering production and operation in the form of case studies; 2/ the
tasks of mechanical engineering design in the form of experiential
learning projects.
(2) Applying mechanical engineering teaching strategies by
learning by doing model. In particular, the study clarified the approach,
the process of teaching organization in two teaching strategies: 1/
teaching mechanical engineering production and operation based on case
studies; 2/ teaching mechanical engineering design based on experience
learning project.
(3) Evaluating learning outcomes in teaching mechanical
engineering by learning by doing approach. In particular, the study clarified