Integration of 3D Printing and Industry 4.0 into Engineering Teaching

Siewhui Chong, Guan-Ting Pan, Jitkai Chin, Pau Loke Show, Thomas Chung Kuang Yang and Chao-Ming Huang
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Siewhui Chong: Department of Chemical and Environmental Engineering, University of Nottingham Malaysia Campus, Jalan Broga, 43500 Selangor, Malaysia
Guan-Ting Pan: Department of Chemical Engineering and Biotechnology, National Taipei University of Technology, 1 Zhongxiao E. Rd. Sec. 3, Da’an District, Taipei City 106, Taiwan
Jitkai Chin: School of Applied Sciences, University of Huddersfield, Queensgate, Huddersfield HD1 3DH, UK
Pau Loke Show: Department of Chemical and Environmental Engineering, University of Nottingham Malaysia Campus, Jalan Broga, 43500 Selangor, Malaysia
Thomas Chung Kuang Yang: Department of Chemical Engineering and Biotechnology, National Taipei University of Technology, 1 Zhongxiao E. Rd. Sec. 3, Da’an District, Taipei City 106, Taiwan
Chao-Ming Huang: Department of Materials Engineering, Kun Shan University, 195 Kunda Road, Yongkang District, Tainan City 710, Taiwan

Sustainability, 2018, vol. 10, issue 11, 1-13

Abstract: The rapid emergence of Industry 4.0 implies that our engineering graduates need to acquire new competences to adapt to the digital transformation. This paper evaluates the benefits of integrating 3D printing and Industry 4.0 into engineering undergraduate programs. Surveys were conducted to gather the feedbacks and views from academics and students. 75% and 86% of the participating students and lecturers, respectively, have heard about Industry 4.0. 63% of the students were exposed to modules with such elements. Tangible 3D-printed models enable visualization of fundamental theories and concepts. Enhanced 3D drawing skills and rapid 3D-printed prototypes can greatly help students study common processing equipment, manufacturing, maintenance, logistics, and operations. Some limitations were identified such as budgeting, lack of knowledge, and difficulty in changing from traditional pedagogy. This paper thus proposes a blended learning model for integrating Industry 4.0 into engineering teaching, which consists of traditional, online learning, and flipped classroom approaches. Implementation of the model can be started off with cross-multidisciplinary collaborations or expert-led training for the instructors, followed by traditional face-to-face teaching and online learning. Flipped classroom is one of the essential components of the model which encourages learning-by-making approaches such as ‘bring your own device’ and ‘do it yourself’. Integrating Industry 4.0 into engineering teaching can create a student-based learning environment, where students are gradually trained to become proactive and lifelong learners who are more conscious of the environment and economy.

Keywords: 3D printing; 4D printing; engineering education; Industry 4.0; additive manufacturing; teaching; smart; Internet of Things (IoT); blended learning (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2018
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