Pub Date : 2021-12-06DOI: 10.3991/ijep.v11i6.24647
Islam Omirzak, Andrey Ralin, Boris Kasatkin, L. Vorona-Slivinskaya, N. Dubinina
The study is devoted to the possibility of using mobile learning for the joint solution of engineering problems by students. The research aims to determine the feasibility and perceived effectiveness of the collaborative method. The survey involved 218 students from five universities located in Russia and Kazakhstan. The results of the study show that 99% of young people have a smartphone or other mobile devices enabling Internet access, as confirmed by the study. The majority of students (85%) believe that mobile devices can be used for learning; 65% of the young people surveyed had already used a mobile phone or tablet to study disciplines. 44% of students determine the effectiveness of this type of learning and 56% were against it. In the context of the possibility of joint solution of engineering problems through these devices, opinions were almost equally divided: 52% of students agreed and 48% of participants disagreed. The practical significance can be based on the opportunities of the use of mobile learning for the joint solution of engineering problems. The research results may be of interest to a wide range of specialists working in the field of education, as well as to developers of training programs and applications.
{"title":"Students' Perception About the Use of Mobile Learning in Solving Engineering Problems Collaboratively","authors":"Islam Omirzak, Andrey Ralin, Boris Kasatkin, L. Vorona-Slivinskaya, N. Dubinina","doi":"10.3991/ijep.v11i6.24647","DOIUrl":"https://doi.org/10.3991/ijep.v11i6.24647","url":null,"abstract":"The study is devoted to the possibility of using mobile learning for the joint solution of engineering problems by students. The research aims to determine the feasibility and perceived effectiveness of the collaborative method. The survey involved 218 students from five universities located in Russia and Kazakhstan. The results of the study show that 99% of young people have a smartphone or other mobile devices enabling Internet access, as confirmed by the study. The majority of students (85%) believe that mobile devices can be used for learning; 65% of the young people surveyed had already used a mobile phone or tablet to study disciplines. 44% of students determine the effectiveness of this type of learning and 56% were against it. In the context of the possibility of joint solution of engineering problems through these devices, opinions were almost equally divided: 52% of students agreed and 48% of participants disagreed. The practical significance can be based on the opportunities of the use of mobile learning for the joint solution of engineering problems. The research results may be of interest to a wide range of specialists working in the field of education, as well as to developers of training programs and applications.","PeriodicalId":170699,"journal":{"name":"Int. J. Eng. Pedagog.","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132535358","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 : 2021-12-06DOI: 10.3991/ijep.v11i6.23421
G. Rizakhojayeva, Guzal Yussupova, Bagila Mamyrbayeva, A. Meirbekov
Currently, the practical level of foreign language proficiency of philology graduates does not always correspond to the social order of society. In this paper, a model for professional foreign language training of philology stu-dents was developed, theoretically justified and experimentally tested. For this purpose, the Moodle tool was widely deployed and we identified and ex-perimentally tested pedagogical conditions that ensure the effectiveness of professional foreign language training for philology students. The experi-mental work involved a random sample of 305 students of the "bachelor" level of the training direction 5B021000 (6B023)–foreign philology. The re-sult of the qualitative and quantitative analysis allows to conclude the effec-tiveness of the proposed model of professional foreign language training of philology students based on Moodle, which is confirmed by the calculations during the statistical processing of the research results. The scientific novel-ty of the study is that the pedagogical conditions that ensure the effective-ness of the Moodle-based professional foreign language training of philology students were identified and experimentally tested. The results of the study showed the effectiveness of using distance learning in the current health context due to the COVID-19 pandemic.
{"title":"Professional Foreign Language Training in the Context of the Digital University Example of Modeling and Experimental Validation","authors":"G. Rizakhojayeva, Guzal Yussupova, Bagila Mamyrbayeva, A. Meirbekov","doi":"10.3991/ijep.v11i6.23421","DOIUrl":"https://doi.org/10.3991/ijep.v11i6.23421","url":null,"abstract":"Currently, the practical level of foreign language proficiency of philology graduates does not always correspond to the social order of society. In this paper, a model for professional foreign language training of philology stu-dents was developed, theoretically justified and experimentally tested. For this purpose, the Moodle tool was widely deployed and we identified and ex-perimentally tested pedagogical conditions that ensure the effectiveness of professional foreign language training for philology students. The experi-mental work involved a random sample of 305 students of the \"bachelor\" level of the training direction 5B021000 (6B023)–foreign philology. The re-sult of the qualitative and quantitative analysis allows to conclude the effec-tiveness of the proposed model of professional foreign language training of philology students based on Moodle, which is confirmed by the calculations during the statistical processing of the research results. The scientific novel-ty of the study is that the pedagogical conditions that ensure the effective-ness of the Moodle-based professional foreign language training of philology students were identified and experimentally tested. The results of the study showed the effectiveness of using distance learning in the current health context due to the COVID-19 pandemic.","PeriodicalId":170699,"journal":{"name":"Int. J. Eng. Pedagog.","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126113898","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 : 2021-12-06DOI: 10.3991/ijep.v11i6.24945
Borja Bordel Sánchez, R. Alcarria, T. Robles, Diego Martín
Higher education in Spain, especially in Madrid, was suddenly and unex-pectedly shut down on March 9th 2020 because of the beginning of the COVID-19 first wave emergency. In engineering education, where practical laboratories are a relevant part of the educational process, professors followed different approaches (sometimes concurrently), designed after only three or five days of discussions. Although, globally, the obtained results are ac-ceptable considering the situation, after informally analyzing the data and observing the post-lockdown students’ profile, it emerges clearly that some collectives have suffered a higher impact than other. The objective of this work is to analyze if the performance of women in engineering courses, spe-cifically in computer engineering, is different from male students. The study case is carried out at Universidad Politécnica de Madrid, particularly, in the computer engineering degree. Furthermore, if a statistically relevant differ-ence is discovered, the final causes of this worrying situation will be studied. Official academic results were analyzed. Besides, more than one hundred surveys among students were developed. Results clearly show a deterioration in all indicators for all collectives and students, comparing the performance during the lockdown and the performance of previous years. However, this impact is not homogenous, and results also show how there is, actually, a gender gap placing women in engineering education during the lockdown (an after) in a disadvantaged situation
{"title":"The Gender Gap in Engineering Education During The COVID-19 Lockdown: A Study Case","authors":"Borja Bordel Sánchez, R. Alcarria, T. Robles, Diego Martín","doi":"10.3991/ijep.v11i6.24945","DOIUrl":"https://doi.org/10.3991/ijep.v11i6.24945","url":null,"abstract":"Higher education in Spain, especially in Madrid, was suddenly and unex-pectedly shut down on March 9th 2020 because of the beginning of the COVID-19 first wave emergency. In engineering education, where practical laboratories are a relevant part of the educational process, professors followed different approaches (sometimes concurrently), designed after only three or five days of discussions. Although, globally, the obtained results are ac-ceptable considering the situation, after informally analyzing the data and observing the post-lockdown students’ profile, it emerges clearly that some collectives have suffered a higher impact than other. The objective of this work is to analyze if the performance of women in engineering courses, spe-cifically in computer engineering, is different from male students. The study case is carried out at Universidad Politécnica de Madrid, particularly, in the computer engineering degree. Furthermore, if a statistically relevant differ-ence is discovered, the final causes of this worrying situation will be studied. Official academic results were analyzed. Besides, more than one hundred surveys among students were developed. Results clearly show a deterioration in all indicators for all collectives and students, comparing the performance during the lockdown and the performance of previous years. However, this impact is not homogenous, and results also show how there is, actually, a gender gap placing women in engineering education during the lockdown (an after) in a disadvantaged situation","PeriodicalId":170699,"journal":{"name":"Int. J. Eng. Pedagog.","volume":"331 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124673217","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 : 2021-12-06DOI: 10.3991/ijep.v11i6.23259
Z. Kanetaki, C. Stergiou, G. Bekas, C. Troussas, C. Sgouropoulou
The COVID-19 pandemic has challenged many educational institutions around the world in 2020 and 2021 as traditional education has been interrupted to prevent the spread of the virus. This forced the transition from traditional education to fully distance learning envi-ronments for all levels of education. The widespread adoption of distance learning has led instructors to form new digital learning environments and methods. In response to this unexpected situation, data regarding engineering students and their interaction with the learning environment was accumulated and processed, generating a matrix of 129 × 165 variables. The motivation for this research is to identify new variables that impact student performance during the disorientation of the educational process due to the COVID-19 pandemic. Statistical analysis was performed and discussed in this paper including correla-tion analysis, factor analysis, and clustering. Reliability analysis was also performed and ANOVA (analysis of variance) was applied to clusters. The novelty of this work is to use student performance data and statistical analysis of online surveys to reveal patterns that can help reduce dropout rates and transform the educational process, under extenuating and imposed distance learning circumstances. A major finding is that by applying innovative teaching methods, thereby meeting the challenge of an imposed distance learning environ-ment, students' spatial conceptions improve, overcoming the absence of a physical learning space. Deep insights for individual students were discovered, as well as significant relation-ships between students' transition from secondary to higher education and their understand-ing of geometric features. Evidence of the effectiveness of the online learning framework that was integrated showed that it positively influenced students' learning styles.
{"title":"Analysis of Engineering Student Data in Online Higher Education During the COVID-19 Pandemic","authors":"Z. Kanetaki, C. Stergiou, G. Bekas, C. Troussas, C. Sgouropoulou","doi":"10.3991/ijep.v11i6.23259","DOIUrl":"https://doi.org/10.3991/ijep.v11i6.23259","url":null,"abstract":"The COVID-19 pandemic has challenged many educational institutions around the world in 2020 and 2021 as traditional education has been interrupted to prevent the spread of the virus. This forced the transition from traditional education to fully distance learning envi-ronments for all levels of education. The widespread adoption of distance learning has led instructors to form new digital learning environments and methods. In response to this unexpected situation, data regarding engineering students and their interaction with the learning environment was accumulated and processed, generating a matrix of 129 × 165 variables. The motivation for this research is to identify new variables that impact student performance during the disorientation of the educational process due to the COVID-19 pandemic. Statistical analysis was performed and discussed in this paper including correla-tion analysis, factor analysis, and clustering. Reliability analysis was also performed and ANOVA (analysis of variance) was applied to clusters. The novelty of this work is to use student performance data and statistical analysis of online surveys to reveal patterns that can help reduce dropout rates and transform the educational process, under extenuating and imposed distance learning circumstances. A major finding is that by applying innovative teaching methods, thereby meeting the challenge of an imposed distance learning environ-ment, students' spatial conceptions improve, overcoming the absence of a physical learning space. Deep insights for individual students were discovered, as well as significant relation-ships between students' transition from secondary to higher education and their understand-ing of geometric features. Evidence of the effectiveness of the online learning framework that was integrated showed that it positively influenced students' learning styles.","PeriodicalId":170699,"journal":{"name":"Int. J. Eng. Pedagog.","volume":"260 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114526530","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 : 2021-12-06DOI: 10.3991/ijep.v11i6.23475
W. M. A. F. W. Hamzah, Ismahafezi Ismail, M. K. Yusof, S. I. A. Saany, A. Yacob
Chatbot simulates humans' conversations through computer programs using natural language. They are developed for various reasons and purposes, such as virtual characters and entertainers or as an interactive game component. Nowadays, Chatbots for education are using widely to enable students to engage with learning content constantly. In this study, students use Chatbot to query the Web Programming learning contents such as code description, coding and problem-solving. However, the successful responses of Chatbot to student queries is unknown. The lecturers also do not know the desired learning content of students who use the Chatbot. Thus, the purposes of this study are to explore the probability of a student getting successful responses in each conversation and to identify the students desired learning content. The learning analytics method is used to analyse the learning data of Chat-bot. The data analysis performed is descriptive analysis and binomial probability testing. The finding of the studies showed that the value of successful responses of Chatbot is high. The most desired learning content by the students is related to three categories of Web Programming contents, which is the hypertext Preprocessor (PHP), database & structured query language (SQL) and hypertext markup language (HTML). The Chatbot is updated based on proposed actions to provide more successful responses.
{"title":"Using Learning Analytics to Explore Responses from Student Conversations with Chatbot for Education","authors":"W. M. A. F. W. Hamzah, Ismahafezi Ismail, M. K. Yusof, S. I. A. Saany, A. Yacob","doi":"10.3991/ijep.v11i6.23475","DOIUrl":"https://doi.org/10.3991/ijep.v11i6.23475","url":null,"abstract":"Chatbot simulates humans' conversations through computer programs using natural language. They are developed for various reasons and purposes, such as virtual characters and entertainers or as an interactive game component. Nowadays, Chatbots for education are using widely to enable students to engage with learning content constantly. In this study, students use Chatbot to query the Web Programming learning contents such as code description, coding and problem-solving. However, the successful responses of Chatbot to student queries is unknown. The lecturers also do not know the desired learning content of students who use the Chatbot. Thus, the purposes of this study are to explore the probability of a student getting successful responses in each conversation and to identify the students desired learning content. The learning analytics method is used to analyse the learning data of Chat-bot. The data analysis performed is descriptive analysis and binomial probability testing. The finding of the studies showed that the value of successful responses of Chatbot is high. The most desired learning content by the students is related to three categories of Web Programming contents, which is the hypertext Preprocessor (PHP), database & structured query language (SQL) and hypertext markup language (HTML). The Chatbot is updated based on proposed actions to provide more successful responses.","PeriodicalId":170699,"journal":{"name":"Int. J. Eng. Pedagog.","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126631331","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 : 2021-12-06DOI: 10.3991/ijep.v11i6.24911
Omar Chamorro-Atalaya, Guillermo Morales-Romero, Adrián Quispe-Andía, Nicéforo Trinidad-Loli, César León-Velarde, Pedro Lezama-Gonzales, Joe Mendoza-Daza
The objective of this article is to describe the satisfaction of the students in the use of technological simulation tools in the learning of the automatic process control course, generated by distance education. The Academic Satisfaction Scale (ESA) was used as a measurement instrument. As the research was carried out, the re-sults revealed that of the indicators that present the highest degree of satisfaction, 56.8% of the student’s state that they strongly agree with what was learned through the use of technological simulation tools in the subject of the course of control of automatic processes and 54.5% indicate that the technological tools used in the contents of the subject excite them. Likewise, by means of the R squared, it can be indicated that the satisfaction of the students with the developed subject, in which technological simulation tools were used (I6), influences 0.637, that is, 63.7%, on the general satisfaction of academic experience in the virtual environment (I7); This is translated with the following equation: I7 = 0.309 + 0.637 * I6.
{"title":"Analysis of Satisfaction in the Use of Technological Simulation Tools in the Learning of the Automatic Process Control Course","authors":"Omar Chamorro-Atalaya, Guillermo Morales-Romero, Adrián Quispe-Andía, Nicéforo Trinidad-Loli, César León-Velarde, Pedro Lezama-Gonzales, Joe Mendoza-Daza","doi":"10.3991/ijep.v11i6.24911","DOIUrl":"https://doi.org/10.3991/ijep.v11i6.24911","url":null,"abstract":"The objective of this article is to describe the satisfaction of the students in the use of technological simulation tools in the learning of the automatic process control course, generated by distance education. The Academic Satisfaction Scale (ESA) was used as a measurement instrument. As the research was carried out, the re-sults revealed that of the indicators that present the highest degree of satisfaction, 56.8% of the student’s state that they strongly agree with what was learned through the use of technological simulation tools in the subject of the course of control of automatic processes and 54.5% indicate that the technological tools used in the contents of the subject excite them. Likewise, by means of the R squared, it can be indicated that the satisfaction of the students with the developed subject, in which technological simulation tools were used (I6), influences 0.637, that is, 63.7%, on the general satisfaction of academic experience in the virtual environment (I7); This is translated with the following equation: I7 = 0.309 + 0.637 * I6.","PeriodicalId":170699,"journal":{"name":"Int. J. Eng. Pedagog.","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121922541","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 : 2021-12-06DOI: 10.3991/ijep.v11i6.16539
Cole Maynard, Jose M. Garcia-Bravo, A. Lucietto, W. Hutzel, B. Newell
Engineering technology students revel in enhanced learning experiences that include the use of hands-on methods to teach the real-world usage of the tech-nical material. These learning experiences increase applied knowledge and retention in these students and others in related STEM fields. Using research-based learning theory in a project-based and team-based learning environment, the course developers transformed the learning experience from sterile lecture type courses to interactive experiences that enhance and build on the course concepts. Surveys were used to further delve into student perception of the learning experience providing faculty with an assurance that students have ful-ly developed a level of competency in the desired topic used in the interven-tion. The goal of this research is to further delve into the use of personalized learning to engage and encourage student growth. Course developers incorporated known practices of team and project-based learning theory when making changes to the course foundation. The application of project-based learning theory is based on literature reviews, and the results seen within similar technology and engineering based STEM disciplines. Course surveys were used to collect information from the students to further understand how changes to the course delivery impacted them and affected the learning environment. Initial results suggest improved student engagement, and engagement with course materials as a result of the transformation of class delivery. Evidence shows that the classroom experience is enhanced by this type of activity. Sup-porting findings by researchers in other areas show that experiential or active learning improves students’ understanding and engagement with concepts taught through project-based learning methods.
{"title":"Experiential Learning in the Energy Based Classroom","authors":"Cole Maynard, Jose M. Garcia-Bravo, A. Lucietto, W. Hutzel, B. Newell","doi":"10.3991/ijep.v11i6.16539","DOIUrl":"https://doi.org/10.3991/ijep.v11i6.16539","url":null,"abstract":"Engineering technology students revel in enhanced learning experiences that include the use of hands-on methods to teach the real-world usage of the tech-nical material. These learning experiences increase applied knowledge and retention in these students and others in related STEM fields. Using research-based learning theory in a project-based and team-based learning environment, the course developers transformed the learning experience from sterile lecture type courses to interactive experiences that enhance and build on the course concepts. Surveys were used to further delve into student perception of the learning experience providing faculty with an assurance that students have ful-ly developed a level of competency in the desired topic used in the interven-tion. The goal of this research is to further delve into the use of personalized learning to engage and encourage student growth. \u0000Course developers incorporated known practices of team and project-based learning theory when making changes to the course foundation. The application of project-based learning theory is based on literature reviews, and the results seen within similar technology and engineering based STEM disciplines. Course surveys were used to collect information from the students to further understand how changes to the course delivery impacted them and affected the learning environment. \u0000Initial results suggest improved student engagement, and engagement with course materials as a result of the transformation of class delivery. Evidence shows that the classroom experience is enhanced by this type of activity. Sup-porting findings by researchers in other areas show that experiential or active learning improves students’ understanding and engagement with concepts taught through project-based learning methods.","PeriodicalId":170699,"journal":{"name":"Int. J. Eng. Pedagog.","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130893071","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 : 2021-12-06DOI: 10.3991/ijep.v11i6.24409
Nattaphol Thanachawengsakul, P. Wannapiroon
The objectives of this research were as follows: the development of a MOOCs knowledge repository system using a digital knowledge engineering process, and a competency assessment of digital entrepreneurs engaging in a MOOCs knowledge repository system using a digital knowledge engineering process. A total of 30 people were selected as a sampling group (purposive sampling) for this study, these included Small and Medium Enterprises (SMEs) in Bangkok with expertise in Human Performance Technology (HPT), as well as the MOOCs knowledge repository system. The mean, standard deviation, percentage, and a dependent sample t-test were used in the procedure for data analysis. The research findings suggested that: (1) the overall result concerning the development of a MOOCs knowledge repository system using a digital knowledge engineering process was at the highest level (Mean = 4.89, S.D. = 0.31), and (2) the overall result regarding the competencies of digital entrepreneurs after engaging in a MOOCs knowledge repository system using a digital knowledge engineering process passed the 80% rating, according to criteria. Moreover, learners who had undertaken activities through a MOOCs knowledge repository system using a digital knowledge engineering process improved their learning outcomes with a significance level of .05 based on the research hypothesis.
{"title":"The Development of a MOOCs Knowledge Repository System Using a Digital Knowledge Engineering Process to Enhance Digital Entrepreneurs' Competencies","authors":"Nattaphol Thanachawengsakul, P. Wannapiroon","doi":"10.3991/ijep.v11i6.24409","DOIUrl":"https://doi.org/10.3991/ijep.v11i6.24409","url":null,"abstract":"The objectives of this research were as follows: the development of a MOOCs knowledge repository system using a digital knowledge engineering process, and a competency assessment of digital entrepreneurs engaging in a MOOCs knowledge repository system using a digital knowledge engineering process. A total of 30 people were selected as a sampling group (purposive sampling) for this study, these included Small and Medium Enterprises (SMEs) in Bangkok with expertise in Human Performance Technology (HPT), as well as the MOOCs knowledge repository system. The mean, standard deviation, percentage, and a dependent sample t-test were used in the procedure for data analysis. The research findings suggested that: (1) the overall result concerning the development of a MOOCs knowledge repository system using a digital knowledge engineering process was at the highest level (Mean = 4.89, S.D. = 0.31), and (2) the overall result regarding the competencies of digital entrepreneurs after engaging in a MOOCs knowledge repository system using a digital knowledge engineering process passed the 80% rating, according to criteria. Moreover, learners who had undertaken activities through a MOOCs knowledge repository system using a digital knowledge engineering process improved their learning outcomes with a significance level of .05 based on the research hypothesis.","PeriodicalId":170699,"journal":{"name":"Int. J. Eng. Pedagog.","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131202758","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 : 2021-10-05DOI: 10.3991/ijep.v11i5.21981
D. Gormaz-Lobos, C. Galarce-Miranda, Steffen Kersten
The purpose of this article is to present the results of the evaluation of the imple-mentation of a teaching training course in Engineering Pedagogy (EP) at a Chilean university of applied sciences. The research questions that guided the research process were: (i) How do the participants evaluate the course in general? (ii) How do the participants evaluate the didactic design of the course? (iii) How do they evaluate the teaching competencies? (iv) How do they value the usefulness of the learning outcomes for their teaching practice? (v) How they self-evaluate their participation and their learning process? Based on different authors a questionnaire with closed and open-ended questions was developed and implemented online. For the statistical analysis was applied an exploratory-descriptive analysis. The training course consists of two online modules with 90 working hours in LMS, and was designed by the Center of Engineering Education (CIEI) at the University of Talca, according to the IGIP Curricula of the IGIP center at the Technische Universität Dresden (TU Dresden, Germany). From the first results of the pilot project, it can be noted that there is a high level of motivation and interest to participate in a teaching training course based on EP, which has been specially oriented and designed to meet the specific requirements of the academic staff of engineering schools.
{"title":"Evaluation Results of an Online Teacher Training Course Specialized in Engineering Education","authors":"D. Gormaz-Lobos, C. Galarce-Miranda, Steffen Kersten","doi":"10.3991/ijep.v11i5.21981","DOIUrl":"https://doi.org/10.3991/ijep.v11i5.21981","url":null,"abstract":"The purpose of this article is to present the results of the evaluation of the imple-mentation of a teaching training course in Engineering Pedagogy (EP) at a Chilean university of applied sciences. The research questions that guided the research process were: (i) How do the participants evaluate the course in general? (ii) How do the participants evaluate the didactic design of the course? (iii) How do they evaluate the teaching competencies? (iv) How do they value the usefulness of the learning outcomes for their teaching practice? (v) How they self-evaluate their participation and their learning process? Based on different authors a questionnaire with closed and open-ended questions was developed and implemented online. For the statistical analysis was applied an exploratory-descriptive analysis. The training course consists of two online modules with 90 working hours in LMS, and was designed by the Center of Engineering Education (CIEI) at the University of Talca, according to the IGIP Curricula of the IGIP center at the Technische Universität Dresden (TU Dresden, Germany). From the first results of the pilot project, it can be noted that there is a high level of motivation and interest to participate in a teaching training course based on EP, which has been specially oriented and designed to meet the specific requirements of the academic staff of engineering schools.","PeriodicalId":170699,"journal":{"name":"Int. J. Eng. Pedagog.","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126158855","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 : 2021-10-05DOI: 10.3991/ijep.v11i5.22427
D. Gormaz-Lobos, C. Galarce-Miranda, H. Hortsch
The context of the COVID-19 pandemic produced new immediate needs in the field of university teaching related to distance learning and forces the universities to transform their “traditional” face-to-face teaching methods, particularly with the implementation of online education. This situation represented a challenge not only for the universities but also for the teachers because they need to transform their teaching work in the classroom to online strategies for online learning environments. To meet these needs for effective online education an online pilot training course in Engineering Education based on the IGIP Curriculum of the TU Dresden was designed and implemented. The course “Introduction to online teaching and learning in engineering” (in Spanish: “Introducción a la Enseñanza-Aprendizaje Online en Ingeniería”) consisted of 4 modules implemented on a mix of online communication strategy of synchronous activities carried out on the Zoom platform, together with asynchronous work on a Moodle-based LMS platform. The course was offered between May and June 2020 for a group of academics of the Faculty of Engineering of a public Chilean University. This paper describes the designed online pilot training course in Engineering Pedagogy and presents the results of the evaluation of its implementation. For this a survey was applied and filled by the participants to evaluate the course and to know their per-ceptions about their competencies development to improve online learning in engineering.
COVID-19大流行的背景下，在大学教学领域产生了与远程教育相关的新的迫切需求，并迫使大学改变其“传统”面对面教学方法，特别是实施在线教育。这种情况不仅对大学来说是一个挑战，对教师来说也是一个挑战，因为他们需要将课堂教学工作转变为在线学习环境的在线策略。为了满足这些有效在线教育的需求，设计并实施了基于德累斯顿工业大学IGIP课程的工程教育在线试点培训课程。“工程在线教学导论”课程(西班牙语:“Introducción a la Enseñanza-Aprendizaje online en Ingeniería”)由4个模块组成，其中包括在Zoom平台上进行的同步活动的在线交流策略，以及基于moodle的LMS平台上的异步工作。该课程于2020年5月至6月期间为智利一所公立大学工程学院的一组学者开设。本文介绍了设计的《工程教育学》在线试点培训课程，并介绍了课程实施的评价结果。为此，参与者申请并填写了一份调查问卷，以评估课程，并了解他们对自己能力发展的看法，以改善工程在线学习。
{"title":"Online Engineering Pedagogy: A Proposal for Specialization of the Teacher Training in Engineering","authors":"D. Gormaz-Lobos, C. Galarce-Miranda, H. Hortsch","doi":"10.3991/ijep.v11i5.22427","DOIUrl":"https://doi.org/10.3991/ijep.v11i5.22427","url":null,"abstract":"The context of the COVID-19 pandemic produced new immediate needs in the field of university teaching related to distance learning and forces the universities to transform their “traditional” face-to-face teaching methods, particularly with the implementation of online education. This situation represented a challenge not only for the universities but also for the teachers because they need to transform their teaching work in the classroom to online strategies for online learning environments. To meet these needs for effective online education an online pilot training course in Engineering Education based on the IGIP Curriculum of the TU Dresden was designed and implemented. The course “Introduction to online teaching and learning in engineering” (in Spanish: “Introducción a la Enseñanza-Aprendizaje Online en Ingeniería”) consisted of 4 modules implemented on a mix of online communication strategy of synchronous activities carried out on the Zoom platform, together with asynchronous work on a Moodle-based LMS platform. The course was offered between May and June 2020 for a group of academics of the Faculty of Engineering of a public Chilean University. This paper describes the designed online pilot training course in Engineering Pedagogy and presents the results of the evaluation of its implementation. For this a survey was applied and filled by the participants to evaluate the course and to know their per-ceptions about their competencies development to improve online learning in engineering.","PeriodicalId":170699,"journal":{"name":"Int. J. Eng. Pedagog.","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128917745","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：