Pub Date : 2021-06-22DOI: 10.4995/head21.2021.12871
G. Asimakopoulos, Thanassis Karalis, Katerina Kedraka
This paper studies the Centers for Teaching and Learning (CTL) of the 100 top Universities in the world and investigates their role and services. The vast majority of these Centers is located in educational institutions of the US, the UK, Australia and Canada. CTL services cover many areas and target several portions of the university population. They try to meet contemporary requirements and aim to enhance teaching, learning and research processes.
{"title":"Students’ learning can be enhanced via Centres of Teaching and Learning in Higher Education: A quick view all over the world","authors":"G. Asimakopoulos, Thanassis Karalis, Katerina Kedraka","doi":"10.4995/head21.2021.12871","DOIUrl":"https://doi.org/10.4995/head21.2021.12871","url":null,"abstract":"This paper studies the Centers for Teaching and Learning (CTL) of the 100 top Universities in the world and investigates their role and services. The vast majority of these Centers is located in educational institutions of the US, the UK, Australia and Canada. CTL services cover many areas and target several portions of the university population. They try to meet contemporary requirements and aim to enhance teaching, learning and research processes.","PeriodicalId":169443,"journal":{"name":"7th International Conference on Higher Education Advances (HEAd'21)","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129548764","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 : 2021-06-22DOI: 10.4995/head21.2021.12990
A. Kolomenskiǐ, Hans Schuessler, Carlos Rodriguez
We evaluate the effectiveness of using Zoom for learning Modern Physics topics in a large engineering physics class at a land-grant university in Texas. This virtual technology challenged both students and professors. By implementing different approaches: providing ahead of the lectures reading assignments, PowerPoint presentations, and pre-recorded videos, during the class administering attendance mini-quizzes, and afterward, the assigning on WebAssign homework, elements of an effective class setting were introduced. Passion and mutual understanding united students and teachers to be stronger than the Covid-19 pandemic and to endure the challenging teaching environment. We describe some features of the technologies and the learning expectations. The evaluation of outcomes was done in two ways: quantitatively, by statistical measures, and qualitatively, through an anonymous student survey and a university-wide teacher evaluation.
{"title":"Expectations and outcomes: How technologies drive virtual teaching","authors":"A. Kolomenskiǐ, Hans Schuessler, Carlos Rodriguez","doi":"10.4995/head21.2021.12990","DOIUrl":"https://doi.org/10.4995/head21.2021.12990","url":null,"abstract":"We evaluate the effectiveness of using Zoom for learning Modern Physics topics in a large engineering physics class at a land-grant university in Texas. This virtual technology challenged both students and professors. By implementing different approaches: providing ahead of the lectures reading assignments, PowerPoint presentations, and pre-recorded videos, during the class administering attendance mini-quizzes, and afterward, the assigning on WebAssign homework, elements of an effective class setting were introduced. Passion and mutual understanding united students and teachers to be stronger than the Covid-19 pandemic and to endure the challenging teaching environment. We describe some features of the technologies and the learning expectations. The evaluation of outcomes was done in two ways: quantitatively, by statistical measures, and qualitatively, through an anonymous student survey and a university-wide teacher evaluation.","PeriodicalId":169443,"journal":{"name":"7th International Conference on Higher Education Advances (HEAd'21)","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129520233","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 : 2021-06-22DOI: 10.4995/head21.2021.13168
Luisa Reyes, Elena Fernández-Gascueña, Rocío Usero
The aim of this document is to present a new teaching model in higher education focus on the student. The model develops an iterative and incremental learning system based on the fundamentals of agility and the organization of agile work, improving learning performance and the benefit of students. This model develops a system based on the Scrum methodology that allows continuous deliveries of value from the student to the teacher, adapted to the learning goals of the educational programs, approaching a cultural, organizational and structural change through the application of methods, Agile practices and dynamics within a framework that encourages innovation and continuous improvement of students.
{"title":"From Business Agile to Agile Education: a response to change in times of pandemic","authors":"Luisa Reyes, Elena Fernández-Gascueña, Rocío Usero","doi":"10.4995/head21.2021.13168","DOIUrl":"https://doi.org/10.4995/head21.2021.13168","url":null,"abstract":"The aim of this document is to present a new teaching model in higher education focus on the student. The model develops an iterative and incremental learning system based on the fundamentals of agility and the organization of agile work, improving learning performance and the benefit of students. This model develops a system based on the Scrum methodology that allows continuous deliveries of value from the student to the teacher, adapted to the learning goals of the educational programs, approaching a cultural, organizational and structural change through the application of methods, Agile practices and dynamics within a framework that encourages innovation and continuous improvement of students.","PeriodicalId":169443,"journal":{"name":"7th International Conference on Higher Education Advances (HEAd'21)","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130799163","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 : 2021-06-22DOI: 10.4995/head21.2021.12827
Oliver Niebuhr
Charismatic speaking skills, particularly those of the voice, are known to be an important asset of managers, politicians, and even teachers. Students have so far been less in the limelight in this regard, although modern collaborative-learning and oral-examination concepts suggest that vocal charisma can already be a decisive factor for study success as well. The present paper examines this question based on 82 electrical-engineering students. Their initial self-introductions in front of the other fellow students were analyzed using a new acoustic technology that translates 16 voice features into a total vocal charisma (PASCAL) score. Results show that these PASCAL scores are overall low (i.e. improvable) and positively correlated with the oral exam grades of both individual students and student teams. Moreover, the teams' PASCAL scores positively correlate with the per-formance in the "Marshmallow Challenge", i.e. a creative teamwork task. Additional in-depth analyses show that teams without any above-average charismatic student performed worst, but that teams with more than one above-average charismatic student struggled with leadership conflicts and solo actions. We interpret our findings as a strong plea for (vocal) charisma analysis to be integrated in higher-education practice both for managing team dynamics and performance and for increasing individual study success.
{"title":"Advancing higher-education practice by analyzing and training students' vocal charisma: Evidence from a Danish field study","authors":"Oliver Niebuhr","doi":"10.4995/head21.2021.12827","DOIUrl":"https://doi.org/10.4995/head21.2021.12827","url":null,"abstract":"Charismatic speaking skills, particularly those of the voice, are known to be an important asset of managers, politicians, and even teachers. Students have so far been less in the limelight in this regard, although modern collaborative-learning and oral-examination concepts suggest that vocal charisma can already be a decisive factor for study success as well. The present paper examines this question based on 82 electrical-engineering students. Their initial self-introductions in front of the other fellow students were analyzed using a new acoustic technology that translates 16 voice features into a total vocal charisma (PASCAL) score. Results show that these PASCAL scores are overall low (i.e. improvable) and positively correlated with the oral exam grades of both individual students and student teams. Moreover, the teams' PASCAL scores positively correlate with the per-formance in the \"Marshmallow Challenge\", i.e. a creative teamwork task. Additional in-depth analyses show that teams without any above-average charismatic student performed worst, but that teams with more than one above-average charismatic student struggled with leadership conflicts and solo actions. We interpret our findings as a strong plea for (vocal) charisma analysis to be integrated in higher-education practice both for managing team dynamics and performance and for increasing individual study success.","PeriodicalId":169443,"journal":{"name":"7th International Conference on Higher Education Advances (HEAd'21)","volume":"125 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124631309","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 : 2021-06-22DOI: 10.4995/head21.2021.12953
Joyce Aguiar, Cristina Sin
Recently, African countries have been making efforts to expand their higher education systems. However, neither capacity nor quality have kept pace with demand, leading to a steady increase in students studying abroad. In this paper, we aim to analyse the development of enrolments in Portugal, one of the main destinations for students from Portuguese-speaking African countries (PALOP). Descriptive analyses were performed, disaggregating enrolments according to degree level, disciplinary area of study, and institution type. The results show that the choices of students from PALOP countries have followed different trajectories, in some cases with similarities. The public sector has the largest presence of these students, and polytechnic institutions have been the most frequent choice. Most of the students were enrolled in first degrees, except for those from Mozambique. Enrolments in Health, Services and "hard" sciences have increased, which may reflect the growing demand for highly qualified labour force in these countries. This paper highlights the continued importance of PALOP students for the internationalisation of Portuguese higher education and the need to avoid considering them as a homogeneous group of students.
{"title":"Students from Portuguese Speaking African Countries in Portuguese Higher Education","authors":"Joyce Aguiar, Cristina Sin","doi":"10.4995/head21.2021.12953","DOIUrl":"https://doi.org/10.4995/head21.2021.12953","url":null,"abstract":"Recently, African countries have been making efforts to expand their higher education systems. However, neither capacity nor quality have kept pace with demand, leading to a steady increase in students studying abroad. In this paper, we aim to analyse the development of enrolments in Portugal, one of the main destinations for students from Portuguese-speaking African countries (PALOP). Descriptive analyses were performed, disaggregating enrolments according to degree level, disciplinary area of study, and institution type. The results show that the choices of students from PALOP countries have followed different trajectories, in some cases with similarities. The public sector has the largest presence of these students, and polytechnic institutions have been the most frequent choice. Most of the students were enrolled in first degrees, except for those from Mozambique. Enrolments in Health, Services and \"hard\" sciences have increased, which may reflect the growing demand for highly qualified labour force in these countries. This paper highlights the continued importance of PALOP students for the internationalisation of Portuguese higher education and the need to avoid considering them as a homogeneous group of students.","PeriodicalId":169443,"journal":{"name":"7th International Conference on Higher Education Advances (HEAd'21)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127171015","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 : 2021-06-22DOI: 10.4995/head21.2021.12932
B. Falah, Hamza Touhs, Soufiane Karroumi, Sameer Abufardeh
During the last years, blockchain has been getting interest by both academic and professional researchers. This is primarily due to the innovative techniques in which records are effectively stored in a distributed manner. Started as a value transfer mechanism, blockchain now has several applications in a vast array of fields including healthcare, banking, and Internet of Things (IoTs). Despite the considerable amount of interest given to these fields, little is known about the possible applications of blockchain in education. Because of COVID-19 outbreak and the rise in the need of online and automated solutions in academia, this paper proposes an overview of a blockchain solution in education. This technology relies on the unique features it offers, such as decentralization, data integrity, and security. The presented solution aims to reduce the paperwork needed to perform tasks, secure the stored data, increase transparency, as well as to offer new recruitment possibilities and statistics capabilities to the current educational system.
{"title":"An Overview of a Blockchain Application in Education Using Hyperledger Project","authors":"B. Falah, Hamza Touhs, Soufiane Karroumi, Sameer Abufardeh","doi":"10.4995/head21.2021.12932","DOIUrl":"https://doi.org/10.4995/head21.2021.12932","url":null,"abstract":"During the last years, blockchain has been getting interest by both academic and professional researchers. This is primarily due to the innovative techniques in which records are effectively stored in a distributed manner. Started as a value transfer mechanism, blockchain now has several applications in a vast array of fields including healthcare, banking, and Internet of Things (IoTs). Despite the considerable amount of interest given to these fields, little is known about the possible applications of blockchain in education. Because of COVID-19 outbreak and the rise in the need of online and automated solutions in academia, this paper proposes an overview of a blockchain solution in education. This technology relies on the unique features it offers, such as decentralization, data integrity, and security. The presented solution aims to reduce the paperwork needed to perform tasks, secure the stored data, increase transparency, as well as to offer new recruitment possibilities and statistics capabilities to the current educational system. ","PeriodicalId":169443,"journal":{"name":"7th International Conference on Higher Education Advances (HEAd'21)","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127123772","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 : 2021-06-22DOI: 10.4995/head21.2021.12549
C. Prieto
As the Sars-CoV2 pandemic continues to grow, researchers around the world are urgently seeking new treatments to prevent infection, cure those infected, or lessen the severity of the disease. Although there are several recently approved vaccines, clinical trials are underway to "re-use" drugs normally indicated for other diseases. This teaching experience studies the market for 8 pharmaceutical products used to fight the pandemic (remdesivir, favipiravir, lopinavir/ritonavir, chloroquine, hydroxychloroquine, sofosbuvir, pyrfenidone and tocilizumab) in 13 countries (Bangladesh, Brazil, China, Egypt, France, India, Malaysia, Pakistan, South Africa, Sweden, Turkey, United Kingdom and United States). Through the analysis of prices and costs, we reflect on the difficulty of access to treatment according to the country.The objective is to deepen knowledge of the pharmaceutical market: (i) to demonstrate in a tangible way the differences between production costs and final prices of medicines, (ii) to perceive the difficulty of access to certain treatments depending on the country, (iii) to reflect on what initiatives should be implemented in an international emergency context such as the one we are experiencing.
{"title":"Teaching experience: Inequalities in prices of drugs to fight against COVID-19","authors":"C. Prieto","doi":"10.4995/head21.2021.12549","DOIUrl":"https://doi.org/10.4995/head21.2021.12549","url":null,"abstract":"As the Sars-CoV2 pandemic continues to grow, researchers around the world are urgently seeking new treatments to prevent infection, cure those infected, or lessen the severity of the disease. Although there are several recently approved vaccines, clinical trials are underway to \"re-use\" drugs normally indicated for other diseases. This teaching experience studies the market for 8 pharmaceutical products used to fight the pandemic (remdesivir, favipiravir, lopinavir/ritonavir, chloroquine, hydroxychloroquine, sofosbuvir, pyrfenidone and tocilizumab) in 13 countries (Bangladesh, Brazil, China, Egypt, France, India, Malaysia, Pakistan, South Africa, Sweden, Turkey, United Kingdom and United States). Through the analysis of prices and costs, we reflect on the difficulty of access to treatment according to the country.The objective is to deepen knowledge of the pharmaceutical market: (i) to demonstrate in a tangible way the differences between production costs and final prices of medicines, (ii) to perceive the difficulty of access to certain treatments depending on the country, (iii) to reflect on what initiatives should be implemented in an international emergency context such as the one we are experiencing.","PeriodicalId":169443,"journal":{"name":"7th International Conference on Higher Education Advances (HEAd'21)","volume":"141 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127500819","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 : 2021-06-22DOI: 10.4995/head21.2021.12792
A. Pfennig
Flipping the classroom is a method to let students study the science on their own and then take time to discuss their questions and do extended hands-on lectures or exercises in class – or in the case of the covid-19 pandemic during plenary online sessions. First year mechanical engineering students use different teaching materials (mainly lecture videos, lightboard videos and micro-module lectures) to study from a distance and comprehend the principle underlying science in theory. Then the online plenary lectures offer the opportunity to apply their knowledge and transfer different scientific aspects of the course to get the bigger picture. Exercises, worked solutions, self-assessed tests and peer-instruction during present time help students to check on their learning progress. However, the self-study periods and (online) plenary sessions need to be guided carefully. To meet the course learning outcome and overcome the diversity of a first year class various practical leads have to be fulfilled to turn flipped classroom teaching into success.
{"title":"How flipped classroom teaching methods in first year studying succeed","authors":"A. Pfennig","doi":"10.4995/head21.2021.12792","DOIUrl":"https://doi.org/10.4995/head21.2021.12792","url":null,"abstract":"Flipping the classroom is a method to let students study the science on their own and then take time to discuss their questions and do extended hands-on lectures or exercises in class – or in the case of the covid-19 pandemic during plenary online sessions. First year mechanical engineering students use different teaching materials (mainly lecture videos, lightboard videos and micro-module lectures) to study from a distance and comprehend the principle underlying science in theory. Then the online plenary lectures offer the opportunity to apply their knowledge and transfer different scientific aspects of the course to get the bigger picture. Exercises, worked solutions, self-assessed tests and peer-instruction during present time help students to check on their learning progress. However, the self-study periods and (online) plenary sessions need to be guided carefully. To meet the course learning outcome and overcome the diversity of a first year class various practical leads have to be fulfilled to turn flipped classroom teaching into success.","PeriodicalId":169443,"journal":{"name":"7th International Conference on Higher Education Advances (HEAd'21)","volume":"72 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"113961114","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 : 2021-06-22DOI: 10.4995/head21.2021.12902
D. Comiskey, Josephine McGoldrick, Shauna Donnelly
Within the higher education sector there has been a shift towards flexible teaching and learning spaces that can be re-imagined and re-organised depending on the teaching approach to be employed. While this has undoubted benefits in terms of student engagement, innovative delivery, and exciting learning approaches, it potentially presents a challenge for a student group, those with a diagnosis of Autism Spectrum Disorder (ASD), that has not been fully considered to this point. This study draws upon advances in the Architectural Technology discipline to develop a methodology which can assist in designing and communicating proposed teaching environments, with a particular focus on the potential to benefit students with ASD. The methodology is presented in the form of a case study. The aim is to assist designers and end users in analysing and defining the necessary links to evaluate solutions for the layout planning of spaces, determining functionality and whether proposals are feasible. The output obtained from this workflow elevates its potential in aiding space layout planning, helping those who need assistance in understanding newly formed layouts.
{"title":"Developing a technology enabled workflow to aid space layout communication for students with Autism Spectrum Disorder - A project case study","authors":"D. Comiskey, Josephine McGoldrick, Shauna Donnelly","doi":"10.4995/head21.2021.12902","DOIUrl":"https://doi.org/10.4995/head21.2021.12902","url":null,"abstract":"Within the higher education sector there has been a shift towards flexible teaching and learning spaces that can be re-imagined and re-organised depending on the teaching approach to be employed. While this has undoubted benefits in terms of student engagement, innovative delivery, and exciting learning approaches, it potentially presents a challenge for a student group, those with a diagnosis of Autism Spectrum Disorder (ASD), that has not been fully considered to this point. This study draws upon advances in the Architectural Technology discipline to develop a methodology which can assist in designing and communicating proposed teaching environments, with a particular focus on the potential to benefit students with ASD. The methodology is presented in the form of a case study. The aim is to assist designers and end users in analysing and defining the necessary links to evaluate solutions for the layout planning of spaces, determining functionality and whether proposals are feasible. The output obtained from this workflow elevates its potential in aiding space layout planning, helping those who need assistance in understanding newly formed layouts. ","PeriodicalId":169443,"journal":{"name":"7th International Conference on Higher Education Advances (HEAd'21)","volume":"134 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115534469","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 : 2021-06-22DOI: 10.4995/head21.2021.12793
A. Pfennig
Diversity among engineering students is growing more and more acknowledgeable in higher education – especially in first year classes where in applied universities students from many backgrounds form new classes. Differences in education (high school, job training, dual careers, etc.) are as common as various social aspects (family duties, etc.) that delay full time studying. This challenges students as well as lecturers especially in the covid-19 pandemic of 2020/2021. A standard based portfolio grading enables students to participate and place different skills in their cumulative assessment. The online course structure using Moodle as content management system (CMS) is based on inverted classroom teaching scenarios. These are supported by peer-to-peer lecture films and micro-lectures along with various online teaching materials and online meeting sessions. The portfolio cumulatively grades lectures, presentations, forum discussions, written homework and glossary entries. Although benefits of present classes are obvious the course results improved over previous semester especially for students with language difficulties. This paper reflects on the possibility to meet diversity in the covid-19 pandemic and enable first year mechanical engineering students to grow more homogeneous regarding scholarly work.
{"title":"Meeting diversity during the covid-19 pandemic in a fully online learning environment","authors":"A. Pfennig","doi":"10.4995/head21.2021.12793","DOIUrl":"https://doi.org/10.4995/head21.2021.12793","url":null,"abstract":"Diversity among engineering students is growing more and more acknowledgeable in higher education – especially in first year classes where in applied universities students from many backgrounds form new classes. Differences in education (high school, job training, dual careers, etc.) are as common as various social aspects (family duties, etc.) that delay full time studying. This challenges students as well as lecturers especially in the covid-19 pandemic of 2020/2021. A standard based portfolio grading enables students to participate and place different skills in their cumulative assessment. The online course structure using Moodle as content management system (CMS) is based on inverted classroom teaching scenarios. These are supported by peer-to-peer lecture films and micro-lectures along with various online teaching materials and online meeting sessions. The portfolio cumulatively grades lectures, presentations, forum discussions, written homework and glossary entries. Although benefits of present classes are obvious the course results improved over previous semester especially for students with language difficulties. This paper reflects on the possibility to meet diversity in the covid-19 pandemic and enable first year mechanical engineering students to grow more homogeneous regarding scholarly work.","PeriodicalId":169443,"journal":{"name":"7th International Conference on Higher Education Advances (HEAd'21)","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114189251","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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