Pub Date : 2022-07-26DOI: 10.3991/ijep.v12i4.30833
Nicol Mozombite-Jayo, Franco Manrique-Jaime, Sebastian Castillo-Lozada, Claudia Romero-Andrade, Margarita Giraldo-Retuerto, Alexi Delgado, L. Andrade-Arenas
El artículo de investigación realizó entrevistas para obtener información desde diferentes perspectivas de los actores, tales como estudiantes, docentes, entre otros. De esta manera, analizar la problemática del uso de herramientas tecnológicas en una universidad de Lima Perú. Esto se hizo con la categoría de información donde se ubicaron las actividades confirmadas y validadas. Como resultado, se utilizó la cruz de Malta para ubicar en sus cuatro cuadrantes las actividades seleccionadas, la entrada, la salida de la categoría de información y el procedimiento de los procesos de información. El objetivo del trabajo es analizar a profundidad la problemática del uso de herramientas tecnológicas en la educación superior en el Perú bajo el enfoque sistémico. Se realizó un análisis sistemático utilizando la metodología híbrida de sistemas blandos y la metodología de Wilson. La investigación tiene un enfoque cualitativo y un alcance descriptivo. El resultado obtenido de la categoría de información y la cruz de Malta es que docentes y estudiantes desarrollaron sus competencias digitales en el uso de herramientas tecnológicas para mejorar el proceso de enseñanza-aprendizaje luego de realizar capacitaciones. Este aporte benefició a la comunidad universitaria objeto de estudio.
{"title":"Systemic Analysis of the Use of Technological Tools in the University Learning Process","authors":"Nicol Mozombite-Jayo, Franco Manrique-Jaime, Sebastian Castillo-Lozada, Claudia Romero-Andrade, Margarita Giraldo-Retuerto, Alexi Delgado, L. Andrade-Arenas","doi":"10.3991/ijep.v12i4.30833","DOIUrl":"https://doi.org/10.3991/ijep.v12i4.30833","url":null,"abstract":"El artículo de investigación realizó entrevistas para obtener información desde diferentes perspectivas de los actores, tales como estudiantes, docentes, entre otros. De esta manera, analizar la problemática del uso de herramientas tecnológicas en una universidad de Lima Perú. Esto se hizo con la categoría de información donde se ubicaron las actividades confirmadas y validadas. Como resultado, se utilizó la cruz de Malta para ubicar en sus cuatro cuadrantes las actividades seleccionadas, la entrada, la salida de la categoría de información y el procedimiento de los procesos de información. El objetivo del trabajo es analizar a profundidad la problemática del uso de herramientas tecnológicas en la educación superior en el Perú bajo el enfoque sistémico. Se realizó un análisis sistemático utilizando la metodología híbrida de sistemas blandos y la metodología de Wilson. La investigación tiene un enfoque cualitativo y un alcance descriptivo. El resultado obtenido de la categoría de información y la cruz de Malta es que docentes y estudiantes desarrollaron sus competencias digitales en el uso de herramientas tecnológicas para mejorar el proceso de enseñanza-aprendizaje luego de realizar capacitaciones. Este aporte benefició a la comunidad universitaria objeto de estudio.","PeriodicalId":170699,"journal":{"name":"Int. J. Eng. Pedagog.","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123511472","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 : 2022-07-26DOI: 10.3991/ijep.v12i4.29275
S. Korom
Longitudinal groundwater dispersion is measured by calculating the spreading of a solute in the direction of groundwater flow as a function of time, with dispersivity being the plume dispersion divided by the groundwater velocity. Two-dimensional physical groundwater flow models were used in a laboratory exercise to illustrate groundwater dispersion to hands-on and online students. Learning assessment of the pedagogical value of the laboratory exercise was based on a student survey and an independent laboratory assignment graded by the course instructor. Both tools indicated that student learning was effectively enhanced by the dispersivity laboratory exercise; however, it was more effective for the hands-on students.
{"title":"Visualizing Groundwater Dispersion: Laboratory Exercise on Dispersivity with Hands-on and Online Students","authors":"S. Korom","doi":"10.3991/ijep.v12i4.29275","DOIUrl":"https://doi.org/10.3991/ijep.v12i4.29275","url":null,"abstract":"Longitudinal groundwater dispersion is measured by calculating the spreading of a solute in the direction of groundwater flow as a function of time, with dispersivity being the plume dispersion divided by the groundwater velocity. Two-dimensional physical groundwater flow models were used in a laboratory exercise to illustrate groundwater dispersion to hands-on and online students. Learning assessment of the pedagogical value of the laboratory exercise was based on a student survey and an independent laboratory assignment graded by the course instructor. Both tools indicated that student learning was effectively enhanced by the dispersivity laboratory exercise; however, it was more effective for the hands-on students.","PeriodicalId":170699,"journal":{"name":"Int. J. Eng. Pedagog.","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125152227","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 : 2022-05-31DOI: 10.3991/ijep.v12i3.27043
D. Gormaz-Lobos, C. Galarce-Miranda, Steffen Kersten, H. Hortsch
The general objective of the present research is to know the perceptions and eval-uations that academic teaching staff from a engineering faculty have about the emergency online teaching-learning process that occurred in the context of the SARS CoV pandemic. Based on several previous works related to online learning (OL) and recently in the literature on emergency online learning (EOL), an in-strument (questionnaire) was developed and implemented with the participation of 126 teachers from a Chilean university. The research is quantitative-descriptive and had the following specific objectives: (1) To know about the disposition (readiness) of the teaching staff towards the EOL, (2) To know about the their in-teractions with others during EOL, (3) To characterize the use of different Self-management skills during EOL, (4) To characterize the interaction with LMS and ICTs., and (5) To know about the available resources for EOL. In general, the re-sults show that teaching staff show mastery in aspects related to self-management of learning, but a low level of motivation and readiness for EOL and a "loss" in aspects related to interaction with others (students and peers). These results provide a first approximation to university teachers ' perceptions of EOL and allow us to identify several aspects that should be improved. This research was financially supported by DAAD as part of the project Praxispartnerschaften zwischen Hochschulen und Unternehmen in Deutschland und in Entwicklungsländern ab 2017 (Project Nr. 57334905).
本研究的总体目标是了解工程学院的学术教学人员对SARS冠状病毒大流行背景下发生的紧急在线教学过程的看法和评价。基于先前与在线学习(OL)相关的几项工作以及最近关于紧急在线学习(EOL)的文献，在智利一所大学126名教师的参与下，开发并实施了一项工具(问卷)。该研究是定量描述的，并有以下具体目标:(1)了解教学人员对EOL的处置(准备)，(2)了解他们在EOL期间与他人的互动，(3)表征EOL期间不同自我管理技能的使用，(4)表征与LMS和ict的互动。(5)了解EOL的可用资源。总体而言，结果表明，教师在学习自我管理方面表现出精通，但对EOL的动机和准备程度较低，在与他人(学生和同伴)互动方面表现出“缺失”。这些结果提供了大学教师对EOL的看法的初步估计，并使我们能够确定应该改进的几个方面。本研究由DAAD资助，作为德国Praxispartnerschaften zwischen Hochschulen und Unternehmen项目(Entwicklungsländern ab 2017)的一部分(项目编号57334905)。
{"title":"Perceptions of Teaching Staff About the Online Learning in Engineering During SARS CoV Pandemic","authors":"D. Gormaz-Lobos, C. Galarce-Miranda, Steffen Kersten, H. Hortsch","doi":"10.3991/ijep.v12i3.27043","DOIUrl":"https://doi.org/10.3991/ijep.v12i3.27043","url":null,"abstract":"The general objective of the present research is to know the perceptions and eval-uations that academic teaching staff from a engineering faculty have about the emergency online teaching-learning process that occurred in the context of the SARS CoV pandemic. Based on several previous works related to online learning (OL) and recently in the literature on emergency online learning (EOL), an in-strument (questionnaire) was developed and implemented with the participation of 126 teachers from a Chilean university. The research is quantitative-descriptive and had the following specific objectives: (1) To know about the disposition (readiness) of the teaching staff towards the EOL, (2) To know about the their in-teractions with others during EOL, (3) To characterize the use of different Self-management skills during EOL, (4) To characterize the interaction with LMS and ICTs., and (5) To know about the available resources for EOL. In general, the re-sults show that teaching staff show mastery in aspects related to self-management of learning, but a low level of motivation and readiness for EOL and a \"loss\" in aspects related to interaction with others (students and peers). These results provide a first approximation to university teachers ' perceptions of EOL and allow us to identify several aspects that should be improved. This research was financially supported by DAAD as part of the project Praxispartnerschaften zwischen Hochschulen und Unternehmen in Deutschland und in Entwicklungsländern ab 2017 (Project Nr. 57334905).","PeriodicalId":170699,"journal":{"name":"Int. J. Eng. Pedagog.","volume":"132 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127367667","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 : 2022-05-31DOI: 10.3991/ijep.v12i3.29947
D. Gormaz-Lobos, C. Galarce-Miranda, Steffen Kersten, H. Hortsch
For a long time, the online learning (OL) was reserved for a particular group of learners: mostly older people with multiple family, work, financial and other responsibilities. These students benefited from the opportunities offered by this type of educational modality compared to traditional face-to-face education. However, the emergence of the Sars CoV virus (and its derivatives) not only generated health problems, but also affected social structures, generating various problems in the field of education The general objective of the present research is to know the perceptions and evaluations that academic teaching staff from a engineering faculty have about the emergency online teaching-learning process that occurred in the context of the COVID 19 pandemic. Based on several previous works related to online learning (OL) and recently in the literature on emergency online learning (EOL), an instrument (questionnaire) was developed and implemented with the participation of teachers from a Chilean university. The research is quantitative-descriptive and had the following specific objectives: To know about (1) the readiness of the teaching staff towards the OL and (2) their interactions with others, to characterize (3) the use of different Self-management skills and (4) the interaction with LMS and ICTs., and (5) to know about the available resources for OL. In general, the results show that teaching staff show mastery in aspects related to self-management of learning, but a low level of motivation and readiness for OL and a "loss" in aspects related to interaction with others (students and peers). These results provide a first approximation to university teachers ' perceptions of OL and allow us to identify several aspects that should be improved. This research was financially supported by DAAD (Project Nr. 57334905).
{"title":"Attitudes and Perceptions of Teaching Staff About the Online Learning During the COVID19 Pandemic: A Case Study of Engineering Education","authors":"D. Gormaz-Lobos, C. Galarce-Miranda, Steffen Kersten, H. Hortsch","doi":"10.3991/ijep.v12i3.29947","DOIUrl":"https://doi.org/10.3991/ijep.v12i3.29947","url":null,"abstract":"For a long time, the online learning (OL) was reserved for a particular group of learners: mostly older people with multiple family, work, financial and other responsibilities. These students benefited from the opportunities offered by this type of educational modality compared to traditional face-to-face education. However, the emergence of the Sars CoV virus (and its derivatives) not only generated health problems, but also affected social structures, generating various problems in the field of education The general objective of the present research is to know the perceptions and evaluations that academic teaching staff from a engineering faculty have about the emergency online teaching-learning process that occurred in the context of the COVID 19 pandemic. Based on several previous works related to online learning (OL) and recently in the literature on emergency online learning (EOL), an instrument (questionnaire) was developed and implemented with the participation of teachers from a Chilean university. The research is quantitative-descriptive and had the following specific objectives: To know about (1) the readiness of the teaching staff towards the OL and (2) their interactions with others, to characterize (3) the use of different Self-management skills and (4) the interaction with LMS and ICTs., and (5) to know about the available resources for OL. In general, the results show that teaching staff show mastery in aspects related to self-management of learning, but a low level of motivation and readiness for OL and a \"loss\" in aspects related to interaction with others (students and peers). These results provide a first approximation to university teachers ' perceptions of OL and allow us to identify several aspects that should be improved. This research was financially supported by DAAD (Project Nr. 57334905).","PeriodicalId":170699,"journal":{"name":"Int. J. Eng. Pedagog.","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130535827","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 : 2022-05-31DOI: 10.3991/ijep.v12i3.23873
Z. Kanetaki, C. Stergiou, G. Bekas, C. Troussas, C. Sgouropoulou
Facing the disruption caused by COVID-19 pandemic, the emergence of imposed and exclusive online learning revealed challenges for researchers worldwide, as of reforming curricula shortly and of collecting data accumulated by monitoring stu-dents’ commitment and academic performance. With this pool of data, this research explores grade prediction in a first-semester mechanical engineering CAD module, after testing the performance of the reform of specific curricula. A hybrid model has been created, based on 35 variables having been filtered out of statistical analysis and shown to be strongly correlated to students’ academic performance in the specif-ic online module during the first semester of the academic year 2020-2021. The hy-brid model consists of a Generalized Linear Model. It’s fitting errors are used as an extra predictor to an artificial neural network. The architecture of the neural network can be described by the following sizes: size of the input layer (36), size of the hidden layer (1) and size of the output layer (1). Since new factors are revealed to affect students’ academic achievements, the model has been trained in the 70% of the participants to predict the grade of the remaining 30%. The model has therefore been divided into three subsets, with a training set of 70% of the sample and one hidden layer predicting the test set (15%) and the validation set (15%). The final form of the trained hybrid model resulted in a coefficient of determination equal to 1 (R = 1). This means that the data fitting process resulted in a 100% success rate, in terms of associating the independent variables with the dependent variable (grade).
{"title":"A Hybrid Machine Learning Model for Grade Prediction in Online Engineering Education","authors":"Z. Kanetaki, C. Stergiou, G. Bekas, C. Troussas, C. Sgouropoulou","doi":"10.3991/ijep.v12i3.23873","DOIUrl":"https://doi.org/10.3991/ijep.v12i3.23873","url":null,"abstract":"Facing the disruption caused by COVID-19 pandemic, the emergence of imposed and exclusive online learning revealed challenges for researchers worldwide, as of reforming curricula shortly and of collecting data accumulated by monitoring stu-dents’ commitment and academic performance. With this pool of data, this research explores grade prediction in a first-semester mechanical engineering CAD module, after testing the performance of the reform of specific curricula. A hybrid model has been created, based on 35 variables having been filtered out of statistical analysis and shown to be strongly correlated to students’ academic performance in the specif-ic online module during the first semester of the academic year 2020-2021. The hy-brid model consists of a Generalized Linear Model. It’s fitting errors are used as an extra predictor to an artificial neural network. The architecture of the neural network can be described by the following sizes: size of the input layer (36), size of the hidden layer (1) and size of the output layer (1). Since new factors are revealed to affect students’ academic achievements, the model has been trained in the 70% of the participants to predict the grade of the remaining 30%. The model has therefore been divided into three subsets, with a training set of 70% of the sample and one hidden layer predicting the test set (15%) and the validation set (15%). The final form of the trained hybrid model resulted in a coefficient of determination equal to 1 (R = 1). This means that the data fitting process resulted in a 100% success rate, in terms of associating the independent variables with the dependent variable (grade).","PeriodicalId":170699,"journal":{"name":"Int. J. Eng. Pedagog.","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130009405","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 : 2022-05-31DOI: 10.3991/ijep.v12i3.29673
Anh Tuan Pham
Online or distance learning has become an internationally commonly-used alternative during the COVID-19 pandemic, so video conferencing and online learning platforms been created to meet this need. The study aims to examine engineering students’ interaction via Google Meet, their satisfaction as well as suggestions to enhance their interaction when they studied on this platform, which was based on Moore’s framework of interaction namely learner-content, learner-learner and learner-teacher interaction. A 5-point Likert scale and a semi-structured interview were utilized under the participation of 115 engineering students at a private university. The findings indicated that participants’ interaction and satisfaction were perceived at a positive level, but not very high. Among three of types of interaction, engineering students’ interaction with their teachers was slightly higher than the other two types. Several reasons were disclosed as passive learning styles, lack of physical interaction, and needs of private communication. To improve students’ interaction, it is suggested that more physical classroom activities should be included in every online lesson. Engineering students should then become more proactive to prepare lessons in advance. It is also a reference for Google Meet developers to add some features for private breakout rooms and messaging as suggested by the participants. In general, it is implied that both teachers and students would consider those interaction types from students’ perspectives to maintain an effective learning environment during the pandemic.
{"title":"Engineering Students' Interaction in Online Classes via Google Meet: A Case Study During the COVID-19 Pandemic","authors":"Anh Tuan Pham","doi":"10.3991/ijep.v12i3.29673","DOIUrl":"https://doi.org/10.3991/ijep.v12i3.29673","url":null,"abstract":"Online or distance learning has become an internationally commonly-used alternative during the COVID-19 pandemic, so video conferencing and online learning platforms been created to meet this need. The study aims to examine engineering students’ interaction via Google Meet, their satisfaction as well as suggestions to enhance their interaction when they studied on this platform, which was based on Moore’s framework of interaction namely learner-content, learner-learner and learner-teacher interaction. A 5-point Likert scale and a semi-structured interview were utilized under the participation of 115 engineering students at a private university. The findings indicated that participants’ interaction and satisfaction were perceived at a positive level, but not very high. Among three of types of interaction, engineering students’ interaction with their teachers was slightly higher than the other two types. Several reasons were disclosed as passive learning styles, lack of physical interaction, and needs of private communication. To improve students’ interaction, it is suggested that more physical classroom activities should be included in every online lesson. Engineering students should then become more proactive to prepare lessons in advance. It is also a reference for Google Meet developers to add some features for private breakout rooms and messaging as suggested by the participants. In general, it is implied that both teachers and students would consider those interaction types from students’ perspectives to maintain an effective learning environment during the pandemic.","PeriodicalId":170699,"journal":{"name":"Int. J. Eng. Pedagog.","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114919157","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 : 2022-05-31DOI: 10.3991/ijep.v12i3.29497
L. Andrade-Arenas, David Llulluy Nuñez, J. Sandoval, William Reyes Perez, Elvis Gonzales Choquehuanca
In times of pandemic, the education sector, worldwide, was affected. To minimize the problem, they carried out strategies that allow the start of virtual classes optimally. Likewise, teachers had to be trained, to be at the forefront of the context. Training should be asynchronous. In this sense, the objective of the research was to implement a model of teacher training through virtual courses. These courses are made up of the teaching-learning strategy, pedagogical resources and materials, the learning evaluation system, curricular planning, as well as teacher induction. Prototypes of the virtual courses were made to be implemented in the future. Also, the methodology carried out in the research, was a first moment, an analysis of the current situation and the proposal to be considered; then to carry out the validation of the model, with experts in educational pedagogy and others in technology oriented education. Likewise, a 10-question instrument was developed for expert validation of the proposed model; resulting in 85.5% acceptance.
{"title":"Proposal of a Model for the Development of University Teacher Training Through Virtual Courses","authors":"L. Andrade-Arenas, David Llulluy Nuñez, J. Sandoval, William Reyes Perez, Elvis Gonzales Choquehuanca","doi":"10.3991/ijep.v12i3.29497","DOIUrl":"https://doi.org/10.3991/ijep.v12i3.29497","url":null,"abstract":"In times of pandemic, the education sector, worldwide, was affected. To minimize the problem, they carried out strategies that allow the start of virtual classes optimally. Likewise, teachers had to be trained, to be at the forefront of the context. Training should be asynchronous. In this sense, the objective of the research was to implement a model of teacher training through virtual courses. These courses are made up of the teaching-learning strategy, pedagogical resources and materials, the learning evaluation system, curricular planning, as well as teacher induction. Prototypes of the virtual courses were made to be implemented in the future. Also, the methodology carried out in the research, was a first moment, an analysis of the current situation and the proposal to be considered; then to carry out the validation of the model, with experts in educational pedagogy and others in technology oriented education. Likewise, a 10-question instrument was developed for expert validation of the proposed model; resulting in 85.5% acceptance.","PeriodicalId":170699,"journal":{"name":"Int. J. Eng. Pedagog.","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125637912","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 : 2022-05-31DOI: 10.3991/ijep.v12i3.25035
J. P. Monat, Thomas F. Gannon, Matthew Amissah
Systems Thinking is currently a popular topic among the general public as well as in colleges and universities. Systems Thinking helps solve complex problems that cannot be solved using conventional means, helps engineers design functional and reliable systems, and helps to understand why the world looks and behaves as it does. However, Systems Thinking is usually not integrated into engineering curricula; instead, it is either taught as a stand-alone, independent program or course, or it is not taught at all. We believe that this is sub-optimal. Just as mathematics, physics, and computer science are integrated into engineering courses as fundamental tools, so should Systems Thinking be. Here we provide several examples demonstrating the application and benefits of Systems Thinking to a variety of engineering disciplines with the objective of convincing university administrators and instructors to integrate it into every engineering discipline.
{"title":"The Case for Systems Thinking in Undergraduate Engineering Education","authors":"J. P. Monat, Thomas F. Gannon, Matthew Amissah","doi":"10.3991/ijep.v12i3.25035","DOIUrl":"https://doi.org/10.3991/ijep.v12i3.25035","url":null,"abstract":"Systems Thinking is currently a popular topic among the general public as well as in colleges and universities. Systems Thinking helps solve complex problems that cannot be solved using conventional means, helps engineers design functional and reliable systems, and helps to understand why the world looks and behaves as it does. However, Systems Thinking is usually not integrated into engineering curricula; instead, it is either taught as a stand-alone, independent program or course, or it is not taught at all. We believe that this is sub-optimal. Just as mathematics, physics, and computer science are integrated into engineering courses as fundamental tools, so should Systems Thinking be. Here we provide several examples demonstrating the application and benefits of Systems Thinking to a variety of engineering disciplines with the objective of convincing university administrators and instructors to integrate it into every engineering discipline.","PeriodicalId":170699,"journal":{"name":"Int. J. Eng. Pedagog.","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130592124","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 : 2022-05-31DOI: 10.3991/ijep.v12i3.27323
Helen Hendaria Kamandhari, Silvia Lavandera Ponce, U. Rodríguez-Zúñiga, Patricia Araujo Pantoja
The objective of the study is to describe our matrix-based guidelines in revising our competence-based curriculum. A curriculum restructure relies on pragmatic and iterative refinement of the situations integrating various stakeholders’ perspectives as well as field-based research by considering currently critical and emerging trends, such as the inclusion of the 21st century skills. The revision project took a 150-day duration and implemented the subsequent stages: 0). Build a common language 1). Identify aspects that are working well at the moment and those that may need revision in the current curriculum, 2). Align the performance indicators using the evaluation matrix, 3). Select types of learning activities that correlate with Bloom's taxonomy verbs, 4). Incorporate student learning autonomy into the curriculum. The matrix was used to facilitate equal, organized, and clearer distribution, thus, bringing the coherence of indicators for the 5-year progressive learning courses. The contribution of the study is to achieve comprehensive, systematic, and continuous improvement of the competence-based educational model for Latin American universities within engineering study programs.
{"title":"A Matrix-Based Guideline to Chemical Engineering Curricular Revision Design-Based Research","authors":"Helen Hendaria Kamandhari, Silvia Lavandera Ponce, U. Rodríguez-Zúñiga, Patricia Araujo Pantoja","doi":"10.3991/ijep.v12i3.27323","DOIUrl":"https://doi.org/10.3991/ijep.v12i3.27323","url":null,"abstract":"The objective of the study is to describe our matrix-based guidelines in revising our competence-based curriculum. A curriculum restructure relies on pragmatic and iterative refinement of the situations integrating various stakeholders’ perspectives as well as field-based research by considering currently critical and emerging trends, such as the inclusion of the 21st century skills. The revision project took a 150-day duration and implemented the subsequent stages: 0). Build a common language 1). Identify aspects that are working well at the moment and those that may need revision in the current curriculum, 2). Align the performance indicators using the evaluation matrix, 3). Select types of learning activities that correlate with Bloom's taxonomy verbs, 4). Incorporate student learning autonomy into the curriculum. The matrix was used to facilitate equal, organized, and clearer distribution, thus, bringing the coherence of indicators for the 5-year progressive learning courses. The contribution of the study is to achieve comprehensive, systematic, and continuous improvement of the competence-based educational model for Latin American universities within engineering study programs.","PeriodicalId":170699,"journal":{"name":"Int. J. Eng. Pedagog.","volume":"123 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123317894","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 : 2022-05-31DOI: 10.3991/ijep.v12i3.28253
Matthias Gottlieb, M. Utesch
Contributions perish due to a lack of structure and clarity. The time for framing and market is low, or knowledge about a feasible structure is missing. This article aids a framework suggestion of structuring an article to provide writers a scien-tific blueprint for most contributions to the International Journal of Engineering Pedagogy (iJEP). Therefore, we investigated to write down our expertise and knowledge on contributions in practice over many years. We look at typical mis-takes and present knowledge nuggets to avoid these. Besides, we shed light on the specific parts of an article to present editors’ expectations and present a light weighted approach for authors to quickly dive into the writing theme. Writers can apply this blueprint to sort their minds, write the structure of the contribution publishable, and shorten the time to market.
{"title":"Publish or Perish: A Scientific Blueprint for a Journal Article","authors":"Matthias Gottlieb, M. Utesch","doi":"10.3991/ijep.v12i3.28253","DOIUrl":"https://doi.org/10.3991/ijep.v12i3.28253","url":null,"abstract":"Contributions perish due to a lack of structure and clarity. The time for framing and market is low, or knowledge about a feasible structure is missing. This article aids a framework suggestion of structuring an article to provide writers a scien-tific blueprint for most contributions to the International Journal of Engineering Pedagogy (iJEP). Therefore, we investigated to write down our expertise and knowledge on contributions in practice over many years. We look at typical mis-takes and present knowledge nuggets to avoid these. Besides, we shed light on the specific parts of an article to present editors’ expectations and present a light weighted approach for authors to quickly dive into the writing theme. Writers can apply this blueprint to sort their minds, write the structure of the contribution publishable, and shorten the time to market.","PeriodicalId":170699,"journal":{"name":"Int. J. Eng. Pedagog.","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129578812","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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