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This paper presents the evolution of a blended-learning mechanics course at the University of New South Wales, implementing measures to reduce administrative burden, sustain engagement, and achieve learning outcomes. Increased participation was observed via ICT integration and online assessments, though blended learning did not improve summative exam performance.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/implementation-of-blended-learning-for-a-large-size-engineering-mechanics-course-volume-8-issue-2/588863/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/implementation-of-blended-learning-for-a-large-size-engineering-mechanics-course-volume-8-issue-2/588863.png","ImageObject",300,407,{"name":92,"@type":93},"Chumphorn","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the paper address in engineering mechanics teaching?","Question",{"text":112,"@type":113},"It addresses the challenges caused by ever-increasing class sizes, evolving learning styles, and technology-driven expectations for second-year engineering mechanics students.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which blended learning changes were implemented in the UNSW course?",{"text":117,"@type":113},"The paper reports implementations aimed at reducing administrative burden, maintaining student interest and engagement, and delivering the intended learning outcomes.",{"name":119,"@type":110,"acceptedAnswer":120},"Did blended learning improve student academic performance in summative assessments?",{"text":121,"@type":113},"No. Surprisingly, the implementation of blended learning did not lead to improved academic performance in summative assessments.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588863,1792122257,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336475401981,"https://ap-avatar.wpscdn.com/avatar/22000c94efd8d5204d?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786935347598174694","| | Ad | vances in Engineering Edu | cation |  |  |\n| --- | --- | --- | --- | --- | --- |\n|  |  |  |  | |  |\n|  |  |  |  |  |  |\n\nSUMMER 2020 VOLUME 8 ISSUE 2  \nImplementation of Blended Learning for a Large Size Engineering Mechanics Course  \nJUNG-HOON SUL  \nCentral Queensland University  \nMackay, Australia, ZHONGXIAO PENG AND  \nNICOLE KESSISSOGLOU University of New South Wales Sydney, Australia  \nABSTRACT  \nEngineering mechanics is a core course for mechanical engineering university students. In recent years, the lecturers of a second-year undergraduate engineering mechanics course faced many new challenges arising from ever-increasing class sizes, as well as evolving learning styles and expectations of new generation students due to advances in technology. This paper describes the evolution of a mechanics course in the School of Mechanical and Manufacturing Engineering at the University of New South Wales using blended learning. Significant changes were implemented to (a) reduce the administrative burden associated with the large number of students,(b) maintain student interest and engagement throughout the semester, and (c) successfully deliver the learning outcomes. Student participation was observed to increase with integration of additional information and communication technology, as well as implementation of online assessments into the course structure. Surprisingly, implementation of the blended learning did not improve student academic performance in the summative assessments. This paper reflects what we have learned in the development of this blended learning mechanics course.  \nKey words: Blended learning; Course design; Course assessment  \nINTRODUCTION  \nOver the past decade, there has been a significant increase in student enrolment at many universities and colleges in OECD (Organisation for Economic Cooperation and Development) countries (Mulryan-Kyne, 2010) . A range of issues with large class sizes that are frequently encountered by  \nSUMMER 2020 VOLUME 8 ISSUE 2 1  \nADVANCES IN ENGINEERING EDUCATION  \nImplementation of Blended Learning for a Large Size Engineering Mechanics Course  \nteaching staff have been reported in the literature. A large sized class makes it more difficult for teaching staff to elicit student engagement and to monitor students’ understanding of the course content (Gibbs, 1992; Gibbs & Jenkins, 1992) . In addition, a large class size tends to cause administrative burden associated with delivering traditionally invigilated exams, running laboratory classes and marking (Gibbs & Jenkins, 1992; Biggs & Tang, 2011; Vista et al. , 2015) . University educators have been actively developing more effective and flexible delivery models to provide students with access to quality learning experiences whilst simultaneously meeting institutional imperatives for efficiency and accountability (George–Walker & Keeffe, 2010) .  \nThe advent and continuous development of information and communication technology (ICT) in conjunction with ‘digitally adept’ generations in recent decades has changed the perception of the higher education student experience. Blended learning is one of the fastest growing trends in university education as it offers flexibility for students to access course content and instruction at any time and from any place, as well as the ability to replay and revisit visual forms of learning resources (Henderson et al., 2017) . The importance of learning resources to enhance student engagement has also been emphasised (Wingard, 2004; Dziuban et al., 2011; Delialioglu, 2012) . A further benefit using blended delivery is an increase in interaction and engagement between students by communication through online forums (Chen & Looi, 2007; Roger, 2011) . Hybrid approaches which combine face-to-face learning with online learning have become an important trend in recent years (Graham et al., 2013; Means et al., 2013; Alammary et al., 2014; Porter et al., 2016) . Studies have found that blended appr","cbCaicAZR1FydaS6","https://ap.wps.com/l/cbCaicAZR1FydaS6","pdf",4544245,21,"English","# Introduction\n## Challenges of large engineering classes\n## Growth and rationale of blended learning\n## Motivation for the UNSW mechanics course","[{\"question\":\"What problem does the paper address in engineering mechanics teaching?\",\"answer\":\"It addresses the challenges caused by ever-increasing class sizes, evolving learning styles, and technology-driven expectations for second-year engineering mechanics students.\"},{\"question\":\"Which blended learning changes were implemented in the UNSW course?\",\"answer\":\"The paper reports implementations aimed at reducing administrative burden, maintaining student interest and engagement, and delivering the intended learning outcomes.\"},{\"question\":\"Did blended learning improve student academic performance in summative assessments?\",\"answer\":\"No. Surprisingly, the implementation of blended learning did not lead to improved academic performance in summative assessments.\"}]","Implementation of Blended Learning for a Large Size Engineering Mechanics Course - VOLUME 8 - Issue 2 | PDF",1792066084,53]