http://oer.ums.edu.my/handle/oer_source_files/137 Sun, 17 May 2026 21:49:07 GMT 2026-05-17T21:49:07Z http://oer.ums.edu.my/handle/oer_source_files/3315 Simulation Classes Reimagined: Active, Interactive, and Unforgettable Mohd Kamaruddin, Abd Hamid Simulation classes at UMS have taken a bold step forward by moving beyond traditional button-clicking exercises into a truly engaging learning experience. Through an immersive blended approach, students combine the best of digital flexibility with the energy of teamwork in face-to-face settings. MOOCs, Aspen HYSYS modules, gallery walks, and peer teaching sessions make the classroom feel less like a lab and more like a collaborative design hub. Students are not just learning to run simulations, they’re building confidence, solving real-world problems, and sharpening critical skills that matter for their future careers. With reflection journals, real-time problem solving, and cooperative projects, this reimagined simulation class proves that learning can be active, interactive, and unforgettable. Thu, 04 Sep 2025 00:00:00 GMT http://oer.ums.edu.my/handle/oer_source_files/3315 2025-09-04T00:00:00Z http://oer.ums.edu.my/handle/oer_source_files/3314 Mastery Before Progression A Practical OBE Strategy for Chapter-by-Chapter Learning Mohd Kamaruddin, Abd Hamid This article presents a practical Outcome-Based Education (OBE) strategy that requires students to achieve a minimum 50% score on a formative quiz before progressing to the next chapter. By setting a mastery threshold, the approach ensures students have a solid understanding of foundational concepts, promoting deep learning and reducing learning gaps. Aligned with CLOs and Bloom’s Taxonomy, this strategy enhances constructive alignment and supports early intervention. Successfully implemented in an engineering course, it encourages student responsibility, self-reflection, and improved performance. This chapter-by-chapter mastery model is adaptable across disciplines and teaching modes, supporting OBE’s goal of meaningful and measurable learning outcomes. Wed, 26 Mar 2025 00:00:00 GMT http://oer.ums.edu.my/handle/oer_source_files/3314 2025-03-26T00:00:00Z http://oer.ums.edu.my/handle/oer_source_files/3313 Te a c h I t t o L e a r n I t : The Power of Peer Teaching in Engineering Classrooms Mohd Kamaruddin, Abd Hamid Teach It to Learn It: The Power of Peer Teaching in Engineering Classrooms explores how peer teaching enhances learning outcomes and professional skills in engineering education. By shifting students into teaching roles, courses like Process Simulation and Thermodynamics become active, collaborative environments that foster deeper understanding, communication, and leadership. Drawing from real applications at UMS, the article highlights the cognitive and social benefits of peer-led instruction while addressing common challenges and best practices. This approach not only supports academic mastery but also prepares students for the interpersonal demands of engineering practice. A must-read for educators embracing active learning strategies. Wed, 04 Jun 2025 00:00:00 GMT http://oer.ums.edu.my/handle/oer_source_files/3313 2025-06-04T00:00:00Z http://oer.ums.edu.my/handle/oer_source_files/3312 Blended-Cooperative Learning: A Transformative Approach to Teaching Process Simulation Mohd Kamaruddin, Abd Hamid This article explores the integration of blended cooperative learning in a chemical engineering process simulation class using Aspen HYSYS. By combining asynchronous online modules with active, team-based in-class activities, the approach enhances conceptual understanding and practical application. Cooperative strategies such as gallery walks, peer teaching, and peer evaluation foster collaboration, critical thinking, and communication skills. The immersive design not only engages students more deeply but also aligns with EAC 2024 requirements by emphasizing complex problem-solving and lifelong learning. Digital platforms support flexible learning and real-time feedback, creating a dynamic and student-centered environment. Reflections from students demonstrate improved motivation, confidence, and performance, making this approach a transformative model for engineering education in the era of digital and outcome-based learning. Mon, 07 Jul 2025 00:00:00 GMT http://oer.ums.edu.my/handle/oer_source_files/3312 2025-07-07T00:00:00Z