Pub Date : 2016-01-01DOI: 10.4018/IJQAETE.2016010102
Arif M. Bhatti, Irfan Ahmed
Academic programs seek accreditation to raise their profile. Establishment of program assessment and continuous improvements processes is required to gain and maintain accreditation. Assessment processes are about defining course learning outcomes, student outcomes, and program educational objectives; collect course assessment data, perform statistical evaluations and derive meaningful conclusions to improve the program. Web-based technologies can be used to improve communication, collaboration, coordination and flow control among different entities involved in the processes. This paper presents a web-based system that was designed to assist in assessment and continuous improvement processes with objective to meet the requirements of two accreditation bodies in a program that has academically diverse faculty.
{"title":"Design of Assessment Information System for Program Accreditation","authors":"Arif M. Bhatti, Irfan Ahmed","doi":"10.4018/IJQAETE.2016010102","DOIUrl":"https://doi.org/10.4018/IJQAETE.2016010102","url":null,"abstract":"Academic programs seek accreditation to raise their profile. Establishment of program assessment and continuous improvements processes is required to gain and maintain accreditation. Assessment processes are about defining course learning outcomes, student outcomes, and program educational objectives; collect course assessment data, perform statistical evaluations and derive meaningful conclusions to improve the program. Web-based technologies can be used to improve communication, collaboration, coordination and flow control among different entities involved in the processes. This paper presents a web-based system that was designed to assist in assessment and continuous improvement processes with objective to meet the requirements of two accreditation bodies in a program that has academically diverse faculty.","PeriodicalId":13684,"journal":{"name":"Int. J. Qual. Assur. Eng. Technol. Educ.","volume":"53 1","pages":"8-22"},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80293899","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-01-01DOI: 10.4018/IJQAETE.2016010101
S. Spuzic, R. Narayanan, M. A. Alif, N. NorAishahM.
While it appears that a consensus is crystalising with regard to the hierarchy of concepts such as “knowledge”, “definition” and “information”, there is an increasing urgency for improving definitions of these terms. Strategies such as “knowledge extraction” or “data mining” rely on the increasing availability of digital (electronic) records addressing almost any aspect of socio-economic realm. Information processors are invaluable in the capacity of turning large amount of data into information. However, a new problem emerged on the surface in this new information environment: numerous concepts and terms are blurred by ambiguous definitions (including the concept of ‘definition’ itself). This triggered a need for mitigating hindrances such as homonymy and synonymy, leading further to demands on the decoding software complexity of which equals the artificial intelligence applications. Information technology presumably copes with this diversity by providing the information decoding ‘tools’. This opens a never-ending opportunity for further permutations of tasks and service abilities. The solution, however, is to address the causes rather than indulge in multiplying the superficial remedies. Clearly, the multiplicity of definitions for the same concepts, false synonyms and so forth show that there is a need for introducing definitions of sufficient dimensionality. In this article, a number of examples of important concepts are presented first to point at the ambiguities associated with them, and then to propose their disambiguation. The minimum intent is to demonstrate how these key terms can be defined to avoid ambiguities such as pleonasm, homonymy, synonymy and circularity. KEywoRDS Ambiguity, Concept, Knowledge
{"title":"Defining Knowledge Constituents and Contents","authors":"S. Spuzic, R. Narayanan, M. A. Alif, N. NorAishahM.","doi":"10.4018/IJQAETE.2016010101","DOIUrl":"https://doi.org/10.4018/IJQAETE.2016010101","url":null,"abstract":"While it appears that a consensus is crystalising with regard to the hierarchy of concepts such as “knowledge”, “definition” and “information”, there is an increasing urgency for improving definitions of these terms. Strategies such as “knowledge extraction” or “data mining” rely on the increasing availability of digital (electronic) records addressing almost any aspect of socio-economic realm. Information processors are invaluable in the capacity of turning large amount of data into information. However, a new problem emerged on the surface in this new information environment: numerous concepts and terms are blurred by ambiguous definitions (including the concept of ‘definition’ itself). This triggered a need for mitigating hindrances such as homonymy and synonymy, leading further to demands on the decoding software complexity of which equals the artificial intelligence applications. Information technology presumably copes with this diversity by providing the information decoding ‘tools’. This opens a never-ending opportunity for further permutations of tasks and service abilities. The solution, however, is to address the causes rather than indulge in multiplying the superficial remedies. Clearly, the multiplicity of definitions for the same concepts, false synonyms and so forth show that there is a need for introducing definitions of sufficient dimensionality. In this article, a number of examples of important concepts are presented first to point at the ambiguities associated with them, and then to propose their disambiguation. The minimum intent is to demonstrate how these key terms can be defined to avoid ambiguities such as pleonasm, homonymy, synonymy and circularity. KEywoRDS Ambiguity, Concept, Knowledge","PeriodicalId":13684,"journal":{"name":"Int. J. Qual. Assur. Eng. Technol. Educ.","volume":"21 1","pages":"1-7"},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89445208","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-10-01DOI: 10.4018/IJQAETE.2015100101
N. Mourtos
Process skills (problem-solving, lifelong learning, critical thinking, communication and collaboration, self-assessment, change management, etc.) have always been important in any education and work setting. However, new challenges presented by a new, globalized economy, have put a new focus on these skills in the engineering workplace. Process skills present a great challenge for educators and practicing engineers alike because they are hard to define explicitly, hard to teach, and even harder to develop as a student. They depend on attitudes and values as much as they depend on content knowledge. For educators the challenge is three-fold: how to clearly define these skills, how to assess them, and how to effectively teach them to their students. The paper discusses a course design process that facilitates the development of these skills to help prepare engineering and technology students for the challenges of the 21st century workplace. Preparing Engineers for the 21st Century: How to Teach Engineering Students Process Skills
{"title":"Preparing Engineers for the 21st Century: How to Teach Engineering Students Process Skills","authors":"N. Mourtos","doi":"10.4018/IJQAETE.2015100101","DOIUrl":"https://doi.org/10.4018/IJQAETE.2015100101","url":null,"abstract":"Process skills (problem-solving, lifelong learning, critical thinking, communication and collaboration, self-assessment, change management, etc.) have always been important in any education and work setting. However, new challenges presented by a new, globalized economy, have put a new focus on these skills in the engineering workplace. Process skills present a great challenge for educators and practicing engineers alike because they are hard to define explicitly, hard to teach, and even harder to develop as a student. They depend on attitudes and values as much as they depend on content knowledge. For educators the challenge is three-fold: how to clearly define these skills, how to assess them, and how to effectively teach them to their students. The paper discusses a course design process that facilitates the development of these skills to help prepare engineering and technology students for the challenges of the 21st century workplace. Preparing Engineers for the 21st Century: How to Teach Engineering Students Process Skills","PeriodicalId":13684,"journal":{"name":"Int. J. Qual. Assur. Eng. Technol. Educ.","volume":"351 1","pages":"1-26"},"PeriodicalIF":0.0,"publicationDate":"2015-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89268552","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-10-01DOI: 10.4018/IJQAETE.2015100102
Thanh-Dat Nguyen, S. Kifor
Sustainable development of a process depends on a harmonious association of three sustainable pillars: Economy, Society, and Environment. Yet, in case of DMAIC (Define-Measure-Analyze-Improve-Control) process, the combination is challenged by inefficient management of knowledge resource in the process. The potential economy resource is not preserved and renewed, and therefore influents on sustainability of the process. In this article, the authors present and discuss sustainable aspects of a knowledge management model for DMAIC in which knowledge resource is accumulated and reused efficiently. In particular, the key concepts of sustainable development are reviewed, a process of knowledge management based on Ontology Engineering is presented, and sustainable criterial and measures for the proposed model are applied. The authors find that preserving and renewing knowledge is an indispensable process of sustainable development of DMAIC process.
{"title":"Developing Sustainable Processes through Knowledge Management","authors":"Thanh-Dat Nguyen, S. Kifor","doi":"10.4018/IJQAETE.2015100102","DOIUrl":"https://doi.org/10.4018/IJQAETE.2015100102","url":null,"abstract":"Sustainable development of a process depends on a harmonious association of three sustainable pillars: Economy, Society, and Environment. Yet, in case of DMAIC (Define-Measure-Analyze-Improve-Control) process, the combination is challenged by inefficient management of knowledge resource in the process. The potential economy resource is not preserved and renewed, and therefore influents on sustainability of the process. In this article, the authors present and discuss sustainable aspects of a knowledge management model for DMAIC in which knowledge resource is accumulated and reused efficiently. In particular, the key concepts of sustainable development are reviewed, a process of knowledge management based on Ontology Engineering is presented, and sustainable criterial and measures for the proposed model are applied. The authors find that preserving and renewing knowledge is an indispensable process of sustainable development of DMAIC process.","PeriodicalId":13684,"journal":{"name":"Int. J. Qual. Assur. Eng. Technol. Educ.","volume":"5 1","pages":"27-38"},"PeriodicalIF":0.0,"publicationDate":"2015-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90327215","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-10-01DOI: 10.4018/IJQAETE.2015100103
C. Fortelius, Marja-Leena Akerman
{"title":"Project/Problem Based Learning in the Field of Materials, Food, and Chemical Engineering at Helsinki Metropolia University of Applied Sciences","authors":"C. Fortelius, Marja-Leena Akerman","doi":"10.4018/IJQAETE.2015100103","DOIUrl":"https://doi.org/10.4018/IJQAETE.2015100103","url":null,"abstract":"","PeriodicalId":13684,"journal":{"name":"Int. J. Qual. Assur. Eng. Technol. Educ.","volume":"36 1","pages":"39-46"},"PeriodicalIF":0.0,"publicationDate":"2015-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90677480","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-10-01DOI: 10.4018/IJQAETE.2015100104
Lisa Soon, G. V. Kashkan, O. Marukhina, S. Axyonov
{"title":"Internationalization of Technology Education in National Research Tomsk Polytechnic University","authors":"Lisa Soon, G. V. Kashkan, O. Marukhina, S. Axyonov","doi":"10.4018/IJQAETE.2015100104","DOIUrl":"https://doi.org/10.4018/IJQAETE.2015100104","url":null,"abstract":"","PeriodicalId":13684,"journal":{"name":"Int. J. Qual. Assur. Eng. Technol. Educ.","volume":"43 1","pages":"47-60"},"PeriodicalIF":0.0,"publicationDate":"2015-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86782603","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-07-01DOI: 10.4018/IJQAETE.2015070102
Andrew M. Bodratti, Zhiqi He, M. Tsianou, Chong Cheng, P. Alexandridis
Product development is a multi-faceted role that a growing number of engineers are tasked with. This represents a significant shift in career paths for those employed in the chemical and materials engineering disciplines, who typically were concerned with bulk commodity manufacturing. This paradigm shift requires the undergraduate curriculum to be adapted to prepare students for these new responsibilities. The authors present here on a product design capstone course developed for chemical engineering seniors at the University at Buffalo (UB), The State University of New York (SUNY). The course encompasses the following themes: a general framework for product design and development (identify customer needs, convert needs to specifications, create ideas/concepts, select concept, formulate/test/manufacture product; and (nano)structure-property relations that guide the search for smart/tunable/functional materials for contemporary needs and challenges. These two main themes are enriched with case studies of successful products. Students put the course material into practice by working through formulated product design projects that are drawn from real-world problems. The authors begin by presenting the course Product Design Applied to Formulated Products: A Course on Their Design and Development that Integrates Knowledge of Materials Chemistry, (Nano) Structure and Functional Properties Andrew M. Bodratti University at Buffalo (UB), The State University of New York (SUNY), USA Zhiqi He University at Buffalo (UB), The State University of New York (SUNY), USA Marina Tsianou University at Buffalo (UB), The State University of New York (SUNY), USA Chong Cheng University at Buffalo (UB), The State University of New York (SUNY), USA
产品开发是一个多方面的角色，越来越多的工程师被赋予了任务。这代表了那些受雇于化学和材料工程学科的人的职业道路的重大转变，他们通常与大宗商品制造有关。这种模式的转变要求本科课程进行调整，使学生为这些新的责任做好准备。本文作者介绍了一门为布法罗大学(UB)、纽约州立大学(SUNY)化学工程专业高年级学生开发的产品设计顶点课程。本课程包括以下主题:产品设计和开发的一般框架(识别客户需求，将需求转化为规格，创造想法/概念，选择概念，制定/测试/制造产品;和(纳米)结构-性质关系，指导寻找智能/可调/功能材料，以满足当代需求和挑战。这两个主题丰富了成功产品的案例研究。学生将课程材料付诸实践，通过制定产品设计项目，从现实世界的问题绘制。作者首先介绍了应用于配方产品的产品设计课程:整合材料化学、(纳米)结构和功能特性知识的纳米材料设计与开发课程Andrew M. Bodratti布法罗大学(UB)、纽约州立大学(SUNY)、美国布法罗大学(UB)、美国纽约州立大学(SUNY)、美国布法罗Marina Tsianou大学(UB)、纽约州立大学(SUNY)、美国布法罗崇成大学(UB)、纽约州立大学(SUNY)、美国布法罗大学(UB)
{"title":"Product Design Applied to Formulated Products: A Course on Their Design and Development that Integrates Knowledge of Materials Chemistry, (Nano)Structure and Functional Properties","authors":"Andrew M. Bodratti, Zhiqi He, M. Tsianou, Chong Cheng, P. Alexandridis","doi":"10.4018/IJQAETE.2015070102","DOIUrl":"https://doi.org/10.4018/IJQAETE.2015070102","url":null,"abstract":"Product development is a multi-faceted role that a growing number of engineers are tasked with. This represents a significant shift in career paths for those employed in the chemical and materials engineering disciplines, who typically were concerned with bulk commodity manufacturing. This paradigm shift requires the undergraduate curriculum to be adapted to prepare students for these new responsibilities. The authors present here on a product design capstone course developed for chemical engineering seniors at the University at Buffalo (UB), The State University of New York (SUNY). The course encompasses the following themes: a general framework for product design and development (identify customer needs, convert needs to specifications, create ideas/concepts, select concept, formulate/test/manufacture product; and (nano)structure-property relations that guide the search for smart/tunable/functional materials for contemporary needs and challenges. These two main themes are enriched with case studies of successful products. Students put the course material into practice by working through formulated product design projects that are drawn from real-world problems. The authors begin by presenting the course Product Design Applied to Formulated Products: A Course on Their Design and Development that Integrates Knowledge of Materials Chemistry, (Nano) Structure and Functional Properties Andrew M. Bodratti University at Buffalo (UB), The State University of New York (SUNY), USA Zhiqi He University at Buffalo (UB), The State University of New York (SUNY), USA Marina Tsianou University at Buffalo (UB), The State University of New York (SUNY), USA Chong Cheng University at Buffalo (UB), The State University of New York (SUNY), USA","PeriodicalId":13684,"journal":{"name":"Int. J. Qual. Assur. Eng. Technol. Educ.","volume":"76 1","pages":"21-43"},"PeriodicalIF":0.0,"publicationDate":"2015-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83850616","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-07-01DOI: 10.4018/IJQAETE.2015070104
Kyle G. Gipson, R. Prins
The Madison Engineering Department is an undergraduate non-discipline specific engineering program. The program maintains the university-wide liberal arts core and blends engineering science fundamentals with sustainable design to integrate environmental, social, economic, and technical contexts plus systems thinking within the academic experience. Madison Engineering is dedicated to the development of engineering versatilists who can readily integrate knowledge from historically different fields of engineering. In support of this development, several courses within the curriculum integrate topics to provide space for future engineers to not be constrained by disciplinary boundaries but demonstrate the ability to adapt and work across disciplines within team atmospheres. The focus of this paper is on a course project that integrates concepts from the traditional content of stand-alone courses (materials science and mechanics of materials) via a semester long design project in which students must incorporate knowledge of both sets of content. Semester-Long Team Project Integrating Materials and Mechanics Concepts
{"title":"Semester-Long Team Project Integrating Materials and Mechanics Concepts","authors":"Kyle G. Gipson, R. Prins","doi":"10.4018/IJQAETE.2015070104","DOIUrl":"https://doi.org/10.4018/IJQAETE.2015070104","url":null,"abstract":"The Madison Engineering Department is an undergraduate non-discipline specific engineering program. The program maintains the university-wide liberal arts core and blends engineering science fundamentals with sustainable design to integrate environmental, social, economic, and technical contexts plus systems thinking within the academic experience. Madison Engineering is dedicated to the development of engineering versatilists who can readily integrate knowledge from historically different fields of engineering. In support of this development, several courses within the curriculum integrate topics to provide space for future engineers to not be constrained by disciplinary boundaries but demonstrate the ability to adapt and work across disciplines within team atmospheres. The focus of this paper is on a course project that integrates concepts from the traditional content of stand-alone courses (materials science and mechanics of materials) via a semester long design project in which students must incorporate knowledge of both sets of content. Semester-Long Team Project Integrating Materials and Mechanics Concepts","PeriodicalId":13684,"journal":{"name":"Int. J. Qual. Assur. Eng. Technol. Educ.","volume":"5 1","pages":"56-65"},"PeriodicalIF":0.0,"publicationDate":"2015-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76110631","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-07-01DOI: 10.4018/IJQAETE.2015070101
A. Blicblau, J. Naser
The pedagogy of engineering requires a better understanding of the requirements of students’ abilities to learning the skills necessary for working in the engineering community. In many engineering courses around the world, one of the key aspects required of the students is that they complete an independent project in their final year of studies incorporating information retrieval and subsequent communication skills. The current work provides details teaching and learning approaches to enhance student abilities and expertise involving research skills, communication skills, and information retrieval integrated within capstone projects. Findings from this the work indicated that both domestic and international students benefited from the intensive tutorial activities involving computer based information retrieval skills. The implementation of active tutorial sessions resulted in increased grades for the majority of students, highlighting the importance of intensive active learning events for final year capstone engineering students. Developing Engineering Students’ Communication and Information Retrieval Skills Utilizing Capstone Projects
{"title":"Developing Engineering Students' Communication and Information Retrieval Skills Utilizing Capstone Projects","authors":"A. Blicblau, J. Naser","doi":"10.4018/IJQAETE.2015070101","DOIUrl":"https://doi.org/10.4018/IJQAETE.2015070101","url":null,"abstract":"The pedagogy of engineering requires a better understanding of the requirements of students’ abilities to learning the skills necessary for working in the engineering community. In many engineering courses around the world, one of the key aspects required of the students is that they complete an independent project in their final year of studies incorporating information retrieval and subsequent communication skills. The current work provides details teaching and learning approaches to enhance student abilities and expertise involving research skills, communication skills, and information retrieval integrated within capstone projects. Findings from this the work indicated that both domestic and international students benefited from the intensive tutorial activities involving computer based information retrieval skills. The implementation of active tutorial sessions resulted in increased grades for the majority of students, highlighting the importance of intensive active learning events for final year capstone engineering students. Developing Engineering Students’ Communication and Information Retrieval Skills Utilizing Capstone Projects","PeriodicalId":13684,"journal":{"name":"Int. J. Qual. Assur. Eng. Technol. Educ.","volume":"15 1","pages":"1-20"},"PeriodicalIF":0.0,"publicationDate":"2015-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90264592","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-07-01DOI: 10.4018/IJQAETE.2015070103
A. Dekkers, P. Howard, Nadine Adams, F. Martin
Background: The Tablet PC has been employed to provide feedback through formative assessment to students in preparatory mathematics courses at Central Queensland University for close to a decade. A study conducted in 2011 on formative assessment and feedback given via the Tablet PC within these courses conveyed extremely positive outcomes (Adams, Dekkers and Elliott, 2012). Approximately 90% of the 140 students surveyed found the feedback beneficial to their learning and that assessment was returned, on average, within two to four days . These findings would indicate that these methods should be adopted into mainstream higher education courses (Adams, Dekkers and Elliott, 2012). Purpose: This paper investigates how engineering academics can be encouraged to integrate the use of the Tablet PC to improve student understanding of course content through formative assessment feedback. In particular it looks at the barriers and motivators for using the Tablet PC. Design/Method: Building on the research and experiences of staff involved in the use of the Tablet PC to provide feedback on formative assessment in preparatory mathematics courses, strategies are to be developed to implement and improve these practices in undergraduate engineering courses. Using a grounded theory methodology, the research team have a two stage process. Stage one which is reported on in this paper uses the observations of the team to identify the barriers and motivators. Results: Based on the results obtained from studies conducted on the utilisation of Tablet PCs in preparatory mathematics courses, incorporation of the technology into engineering undergraduate courses would appear to benefit students. Stage one identifies the motivators and barriers and how these impact the uptake of the Tablet PC within the engineering school of Central Queensland University. Conclusions: The Tablet PC is both an innovative and adaptive form of technology which is able to support the teaching and learning process. Through the recognition of the observed positives and negatives of Tablet PC application in other courses strategies will be implemented that remove the recognised barriers and provide benefits thus encouraging engineering academics to use the Tablet PC to provide feedback on formative assessment.
{"title":"Strategies to Remove Barriers and Increase Motivation to Use the Tablet PC in Formative Assessment","authors":"A. Dekkers, P. Howard, Nadine Adams, F. Martin","doi":"10.4018/IJQAETE.2015070103","DOIUrl":"https://doi.org/10.4018/IJQAETE.2015070103","url":null,"abstract":"Background: The Tablet PC has been employed to provide feedback through formative assessment to students in preparatory mathematics courses at Central Queensland University for close to a decade. A study conducted in 2011 on formative assessment and feedback given via the Tablet PC within these courses conveyed extremely positive outcomes (Adams, Dekkers and Elliott, 2012). Approximately 90% of the 140 students surveyed found the feedback beneficial to their learning and that assessment was returned, on average, within two to four days . These findings would indicate that these methods should be adopted into mainstream higher education courses (Adams, Dekkers and Elliott, 2012). Purpose: This paper investigates how engineering academics can be encouraged to integrate the use of the Tablet PC to improve student understanding of course content through formative assessment feedback. In particular it looks at the barriers and motivators for using the Tablet PC. Design/Method: Building on the research and experiences of staff involved in the use of the Tablet PC to provide feedback on formative assessment in preparatory mathematics courses, strategies are to be developed to implement and improve these practices in undergraduate engineering courses. Using a grounded theory methodology, the research team have a two stage process. Stage one which is reported on in this paper uses the observations of the team to identify the barriers and motivators. Results: Based on the results obtained from studies conducted on the utilisation of Tablet PCs in preparatory mathematics courses, incorporation of the technology into engineering undergraduate courses would appear to benefit students. Stage one identifies the motivators and barriers and how these impact the uptake of the Tablet PC within the engineering school of Central Queensland University. Conclusions: The Tablet PC is both an innovative and adaptive form of technology which is able to support the teaching and learning process. Through the recognition of the observed positives and negatives of Tablet PC application in other courses strategies will be implemented that remove the recognised barriers and provide benefits thus encouraging engineering academics to use the Tablet PC to provide feedback on formative assessment.","PeriodicalId":13684,"journal":{"name":"Int. J. Qual. Assur. Eng. Technol. Educ.","volume":"74 1","pages":"44-55"},"PeriodicalIF":0.0,"publicationDate":"2015-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79601526","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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