Yan Wang

Institute of Rock and Soil Mechanics

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Zhigang Jiang

Wuhan University of Science and Technology

Yan He

Xi'an University of Technology

Liwei Zhang

Institute of Rock and Soil Mechanics

Hua Zhang

Wuhan University of Science and Technology

Xiaochun Li

Institute of Rock and Soil Mechanics

Xugang Zhang

China Construction Eighth Engineering Division (China)

Manguang Gan

Institute of Rock and Soil Mechanics

Yulin Wang

Jinan University

Zhigang Jiang

Jilin University

Shuo Zhu

Wuhan University of Science and Technology

Cooperative Institutions

Chinese Academy of Sciences

Wuhan University of Science and Technology

University of Chinese Academy of Sciences

Chongqing University

Central South University

Institute of Rock and Soil Mechanics

Huazhong Agricultural University

Zhejiang University

Harbin Institute of Technology

Beijing University of Technology

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

Sustainability (2022)

Xumei Zhang Ruyuan Liu Wei Yan Yan Wang Zhigang Jiang

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.

Online and offline

10.3390/su14052706

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Citations (7)

A two-stage optimization method for energy-saving flexible job-shop scheduling based on energy dynamic characterization

Journal of Cleaner Production (2018)

Han Wang Zhigang Jiang Yan Wang Hua Zhang Yanhong Wang

10.1016/j.jclepro.2018.03.254

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Citations (123)

Simulation of uranium mobilization potential in a deep aquifer under geological carbon storage conditions

Applied Geochemistry (2020)