Pub Date : 2019-03-01DOI: 10.1109/EDUNINE.2019.8875848
Ivan Iraola-Real, Milagros Iraola-Real, William Iraola-Real, Edwin Iraola-Real, Felícita Nery Real-Torres
Analyze the predictive relationship between motivation, vocational interests and habits of studies in students of nursing of a private university in Lima, Peru is the objectives of this research. The study involved 125 nursing students (53 of the first grades/72 of past grades) selected by an intentional sampling. The results showed, controlled motivation predicts the study's habits significantly, the time's distribution and concentration habit's, in both groups of students; also controlled motivation predicts work's habits in students of past grades. And autonomous motivation predicts vocational interests, specifically in the personal attitudes toward the career in the first grades students. On the other hand, in students of past grades, vocational interests predict study habits and reading techniques. And finally, in the last grades students' personal attitudes toward career predict habits for work and reading techniques.
{"title":"Why Do I Study the Nursing Career? The Importance of the Motivation and the Vocation","authors":"Ivan Iraola-Real, Milagros Iraola-Real, William Iraola-Real, Edwin Iraola-Real, Felícita Nery Real-Torres","doi":"10.1109/EDUNINE.2019.8875848","DOIUrl":"https://doi.org/10.1109/EDUNINE.2019.8875848","url":null,"abstract":"Analyze the predictive relationship between motivation, vocational interests and habits of studies in students of nursing of a private university in Lima, Peru is the objectives of this research. The study involved 125 nursing students (53 of the first grades/72 of past grades) selected by an intentional sampling. The results showed, controlled motivation predicts the study's habits significantly, the time's distribution and concentration habit's, in both groups of students; also controlled motivation predicts work's habits in students of past grades. And autonomous motivation predicts vocational interests, specifically in the personal attitudes toward the career in the first grades students. On the other hand, in students of past grades, vocational interests predict study habits and reading techniques. And finally, in the last grades students' personal attitudes toward career predict habits for work and reading techniques.","PeriodicalId":211092,"journal":{"name":"2019 IEEE World Conference on Engineering Education (EDUNINE)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124819926","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 : 2019-03-01DOI: 10.1109/EDUNINE.2019.8875750
Jesus Alfonso Perez Gama
Mathematical-Computational Model with Artificial Intelligence: complex architecture with Fuzzy Logic for analytical, quantitative, and qualitative Self-evaluation of Research and Innovation Products in face of multiple management determinations of research knowledge; and Architecture Fuzzy Dashboard Matrix that makes it possible to obtain metrics of university contributions. This developed model is our commitment to The National Accreditation Council of Colombia in Digital Transformation. The self-evaluation precedes the high quality in Higher Education (HE). We present some constructs supported by Artificial Intelligence: USANJOSE-AUTOEVAL-ANALYTIC. It is a complex architecture supported by Fuzzy logic for analytical, quantitative, and qualitative Self-Evaluation of Research and Innovation Products in front of different dimensions and multiple management determinations of research knowledge. The foundation of the Architecture is an FDM (Fuzzy Dashboard Matrix) that allows obtaining metrics of the contributions of the products and results of the university work in Research, innovation $(mathbf{R}+mathbf{D}+mathbf{i})$, Teaching, Social Projection, and Extension. The institutional evaluation of the universities constitutes a tradition of new experience in Colombia since the General Law of Education, Law 30, was promulgated consecrating the University Autonomy, but this has been carried out for decades in some countries of the ibero-american region. The regulations and complementary decrees, for the extension and consolidation of the university autonomy, is complicated by the multiplicity of educational institutions and, in another order, by those problems activated by social and economic changes (an internal war of more than half century); the latter requires new solutions and planning, and university management towards the growing need to guarantee high quality of the HE. In fact, the institutional evaluation is complicated due the highly complex process to establish the value of a system, which implies free of subjectivism, even worse with high content of objective evidence and interpretation of aggregates of elements, that interact inter and intra-system with purposes, goals, and concrete objectives with great systemic implications. To evaluate in itself is not, the final phase of an interactive system process in the academic and administrative fields but is a road map pointing a way to appreciate the execution and to conclude how random and very complicated the road to excellence is.
{"title":"Plenary: Digitalization of Self-Evaluation Model for the Colombian Accreditation System","authors":"Jesus Alfonso Perez Gama","doi":"10.1109/EDUNINE.2019.8875750","DOIUrl":"https://doi.org/10.1109/EDUNINE.2019.8875750","url":null,"abstract":"Mathematical-Computational Model with Artificial Intelligence: complex architecture with Fuzzy Logic for analytical, quantitative, and qualitative Self-evaluation of Research and Innovation Products in face of multiple management determinations of research knowledge; and Architecture Fuzzy Dashboard Matrix that makes it possible to obtain metrics of university contributions. This developed model is our commitment to The National Accreditation Council of Colombia in Digital Transformation. The self-evaluation precedes the high quality in Higher Education (HE). We present some constructs supported by Artificial Intelligence: USANJOSE-AUTOEVAL-ANALYTIC. It is a complex architecture supported by Fuzzy logic for analytical, quantitative, and qualitative Self-Evaluation of Research and Innovation Products in front of different dimensions and multiple management determinations of research knowledge. The foundation of the Architecture is an FDM (Fuzzy Dashboard Matrix) that allows obtaining metrics of the contributions of the products and results of the university work in Research, innovation $(mathbf{R}+mathbf{D}+mathbf{i})$, Teaching, Social Projection, and Extension. The institutional evaluation of the universities constitutes a tradition of new experience in Colombia since the General Law of Education, Law 30, was promulgated consecrating the University Autonomy, but this has been carried out for decades in some countries of the ibero-american region. The regulations and complementary decrees, for the extension and consolidation of the university autonomy, is complicated by the multiplicity of educational institutions and, in another order, by those problems activated by social and economic changes (an internal war of more than half century); the latter requires new solutions and planning, and university management towards the growing need to guarantee high quality of the HE. In fact, the institutional evaluation is complicated due the highly complex process to establish the value of a system, which implies free of subjectivism, even worse with high content of objective evidence and interpretation of aggregates of elements, that interact inter and intra-system with purposes, goals, and concrete objectives with great systemic implications. To evaluate in itself is not, the final phase of an interactive system process in the academic and administrative fields but is a road map pointing a way to appreciate the execution and to conclude how random and very complicated the road to excellence is.","PeriodicalId":211092,"journal":{"name":"2019 IEEE World Conference on Engineering Education (EDUNINE)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124894248","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 : 2019-03-01DOI: 10.1109/EDUNINE.2019.8875829
Hugo Alatrista-Salas, Juan Lazo-Lazo, Miguel Núñez-del-Prado, Fiorella Otiniano-Campos, Jorge Pérez-Reyes-De-la-Flor
Students starting university have different characteristics, which can impact their performance in the classroom. In this study, 743 freshmen were surveyed. The collected variables are grouped into five categories: demographic data, learning approach, personality, emotional intelligence, and perceived social support. These characteristics provide a profile of the student that will impact their behavior and academic performance during their university life. Based on these data, we have applied data mining techniques in order to build patterns of behavior that represent correlations between the characteristics of the students. Our results highlight the importance of using pattern mining techniques on data associated with the psychological evaluation of new university students.
{"title":"Psychological evaluation of university students: a data mining point of view","authors":"Hugo Alatrista-Salas, Juan Lazo-Lazo, Miguel Núñez-del-Prado, Fiorella Otiniano-Campos, Jorge Pérez-Reyes-De-la-Flor","doi":"10.1109/EDUNINE.2019.8875829","DOIUrl":"https://doi.org/10.1109/EDUNINE.2019.8875829","url":null,"abstract":"Students starting university have different characteristics, which can impact their performance in the classroom. In this study, 743 freshmen were surveyed. The collected variables are grouped into five categories: demographic data, learning approach, personality, emotional intelligence, and perceived social support. These characteristics provide a profile of the student that will impact their behavior and academic performance during their university life. Based on these data, we have applied data mining techniques in order to build patterns of behavior that represent correlations between the characteristics of the students. Our results highlight the importance of using pattern mining techniques on data associated with the psychological evaluation of new university students.","PeriodicalId":211092,"journal":{"name":"2019 IEEE World Conference on Engineering Education (EDUNINE)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128918542","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 : 2019-03-01DOI: 10.1109/EDUNINE.2019.8875828
Jose Roberto Portillo Aristondo, Alberth Estuardo Alvarado Ortiz, Jorge A. Samayoa
In Latin America, it is common to observe a lack of motivation in the students enrolled in mathematics engineering courses. We have been implementing different methodologies to teach such courses and studying their academic impact; however, we have not analyzed their effect on motivation. There are several studies centered in motivation and active learning, but only a few deals with mathematics courses in Latin America. In this paper, we present the results of a validated translation of the Motivated Strategies for Learning Questionnaire conducted to two groups of engineering students enrolled in a pre-calculus course, taught using active learning and Lecture-Based methodologies. Our findings include a significant difference in the intrinsic motivation between those groups. The results of the remaining sub-scales of the test in both groups are also discussed in this paper. To complete our analysis, we also compare the students' motivation between several subgroups: Traditional and Non-Traditional, men and women, among others.
{"title":"Motivational insights about first year engineering students experimenting active learning in mathematics courses","authors":"Jose Roberto Portillo Aristondo, Alberth Estuardo Alvarado Ortiz, Jorge A. Samayoa","doi":"10.1109/EDUNINE.2019.8875828","DOIUrl":"https://doi.org/10.1109/EDUNINE.2019.8875828","url":null,"abstract":"In Latin America, it is common to observe a lack of motivation in the students enrolled in mathematics engineering courses. We have been implementing different methodologies to teach such courses and studying their academic impact; however, we have not analyzed their effect on motivation. There are several studies centered in motivation and active learning, but only a few deals with mathematics courses in Latin America. In this paper, we present the results of a validated translation of the Motivated Strategies for Learning Questionnaire conducted to two groups of engineering students enrolled in a pre-calculus course, taught using active learning and Lecture-Based methodologies. Our findings include a significant difference in the intrinsic motivation between those groups. The results of the remaining sub-scales of the test in both groups are also discussed in this paper. To complete our analysis, we also compare the students' motivation between several subgroups: Traditional and Non-Traditional, men and women, among others.","PeriodicalId":211092,"journal":{"name":"2019 IEEE World Conference on Engineering Education (EDUNINE)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116293135","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 : 2019-03-01DOI: 10.1109/EDUNINE.2019.8875759
D. W. de Lima Monteiro, P. N. A. Belmonte, J. Pow-Sang
Role playing is an active learning strategy meant to emulate real-life situations involving the contents of a course. A hybrid undergraduate-graduate course on processes and equipment in microelectronics was offered at UFMG (Brazil), with 60 h of classroom activities. Twenty-one students were enrolled. The course had an initial stage (12 hours) with traditional exposition, by the teacher, of fundamental themes on microelectronics processing. The final stage had the presentation of specific processes by grad students (26 hours). The intermediate stage, however, had the group divided into 04 teams, that exchanged roles as consultants and contractors in subsequent classes. After having studied a pre-assigned topic for a week, in each meeting, a consultant team worked together with a contractor team, providing solutions to an actual chip processing case presented by the latter. Students reported a very positive learning and engaging experience in the course.
{"title":"Playing the Role of Consultants and Contractors Emulating a Business Environment as Part of a Hybrid Undergraduate-Graduate Engineering Course","authors":"D. W. de Lima Monteiro, P. N. A. Belmonte, J. Pow-Sang","doi":"10.1109/EDUNINE.2019.8875759","DOIUrl":"https://doi.org/10.1109/EDUNINE.2019.8875759","url":null,"abstract":"Role playing is an active learning strategy meant to emulate real-life situations involving the contents of a course. A hybrid undergraduate-graduate course on processes and equipment in microelectronics was offered at UFMG (Brazil), with 60 h of classroom activities. Twenty-one students were enrolled. The course had an initial stage (12 hours) with traditional exposition, by the teacher, of fundamental themes on microelectronics processing. The final stage had the presentation of specific processes by grad students (26 hours). The intermediate stage, however, had the group divided into 04 teams, that exchanged roles as consultants and contractors in subsequent classes. After having studied a pre-assigned topic for a week, in each meeting, a consultant team worked together with a contractor team, providing solutions to an actual chip processing case presented by the latter. Students reported a very positive learning and engaging experience in the course.","PeriodicalId":211092,"journal":{"name":"2019 IEEE World Conference on Engineering Education (EDUNINE)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115994607","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 : 2019-03-01DOI: 10.1109/EDUNINE.2019.8875842
Ulises Lapa-Asto, Gabriel Tirado-Mendoza, A. Roman-Gonzalez
When the research is taught without any articulation between the academic world and the research, it does not have outstanding results, one of the big problems is the way to develop the research capacities in the engineering students. In the University of Sciences and Humanities, they implemented a formative research system to strengthen these capacities through three programs. The first program involves students from the 1st to the 3rd cycle where research habits are developed. Program II involves the 4th to the 7th cycle where scientific thinking is developed in the selected courses of the specialty. Finally, program III from 8 to 10 of the cycle in which contact is made and the visibility of the research through the final development of the research work and its publication in various congresses and academic events. The strengthening of the research capacities of the students was achieved from having 0 publications in 2016 to 11 publications at present, as well as the articulation of formative research with productive or formal research.
{"title":"Impact of Formative Research on Engineering students","authors":"Ulises Lapa-Asto, Gabriel Tirado-Mendoza, A. Roman-Gonzalez","doi":"10.1109/EDUNINE.2019.8875842","DOIUrl":"https://doi.org/10.1109/EDUNINE.2019.8875842","url":null,"abstract":"When the research is taught without any articulation between the academic world and the research, it does not have outstanding results, one of the big problems is the way to develop the research capacities in the engineering students. In the University of Sciences and Humanities, they implemented a formative research system to strengthen these capacities through three programs. The first program involves students from the 1st to the 3rd cycle where research habits are developed. Program II involves the 4th to the 7th cycle where scientific thinking is developed in the selected courses of the specialty. Finally, program III from 8 to 10 of the cycle in which contact is made and the visibility of the research through the final development of the research work and its publication in various congresses and academic events. The strengthening of the research capacities of the students was achieved from having 0 publications in 2016 to 11 publications at present, as well as the articulation of formative research with productive or formal research.","PeriodicalId":211092,"journal":{"name":"2019 IEEE World Conference on Engineering Education (EDUNINE)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126377066","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 : 2019-03-01DOI: 10.1109/EDUNINE.2019.8875786
M. Castro, K. Nilsson, M. I. Pozzo, Félix García-Lore, R. Fernandez
Remote laboratories are the result of a social movement which promotes accessible educational resources anywhere and anytime through the Internet in order to foster lifelong learning and support online/distance education. A remote laboratory is a real laboratory using real equipment, on which measurements are made through real instruments and which is controllable remotely. The VISIR (Virtual Instrument Systems In Reality) remote laboratory is a system on top of the state-of-the-art for online wiring and measuring electronic circuits. The PILAR (Platform Integration of Laboratories based on the Architecture of visiR) Erasmus Plus project aims for the federation of five of the existing VISIR nodes, for sharing analog electronics experiments and empowering capacity and resources of each partner, as well as providing access to other educational institutions to a VISIR remote lab through the PILAR consortium. This workshop will allow the attendees to interact with VISIR remote lab, and to be introduced in PILAR framework and joining policies as well as remote lab federation benefits both for VISIR system owners and consumers.
{"title":"Workshop: Teaching practices with VISIR remote lab: technical, educational and research fundamentals from the PILAR Project","authors":"M. Castro, K. Nilsson, M. I. Pozzo, Félix García-Lore, R. Fernandez","doi":"10.1109/EDUNINE.2019.8875786","DOIUrl":"https://doi.org/10.1109/EDUNINE.2019.8875786","url":null,"abstract":"Remote laboratories are the result of a social movement which promotes accessible educational resources anywhere and anytime through the Internet in order to foster lifelong learning and support online/distance education. A remote laboratory is a real laboratory using real equipment, on which measurements are made through real instruments and which is controllable remotely. The VISIR (Virtual Instrument Systems In Reality) remote laboratory is a system on top of the state-of-the-art for online wiring and measuring electronic circuits. The PILAR (Platform Integration of Laboratories based on the Architecture of visiR) Erasmus Plus project aims for the federation of five of the existing VISIR nodes, for sharing analog electronics experiments and empowering capacity and resources of each partner, as well as providing access to other educational institutions to a VISIR remote lab through the PILAR consortium. This workshop will allow the attendees to interact with VISIR remote lab, and to be introduced in PILAR framework and joining policies as well as remote lab federation benefits both for VISIR system owners and consumers.","PeriodicalId":211092,"journal":{"name":"2019 IEEE World Conference on Engineering Education (EDUNINE)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126824770","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 : 2019-03-01DOI: 10.1109/EDUNINE.2019.8875800
Anibal Flores, Luis Alfaro, Jose Herrera
This paper presents a proposal model for implementing personalized e-learning. The proposal model considers the level of skills or knowledge that a student has on a particular subject; this is determined through a pretest; this aspect is very important to avoid problems as anxiety or boredom according flow theory. In addition, in an e-learning system to determine the optimal sequence of learning resources for a student, we will work in a complementary manner with two machine-learning techniques: Case Based Reasoning and Reinforcement Learning (Q-Learning). The Case Based Reasoning, will allow based on previous success cases, determine the sequence of learning resources most appropriate for the student; and if there are not very similar cases, a learning sequence will be chosen from the proposed ones by Reinforcement Learning (Q-Learning).
{"title":"Proposal model for e-learning based on Case Based Reasoning and Reinforcement Learning","authors":"Anibal Flores, Luis Alfaro, Jose Herrera","doi":"10.1109/EDUNINE.2019.8875800","DOIUrl":"https://doi.org/10.1109/EDUNINE.2019.8875800","url":null,"abstract":"This paper presents a proposal model for implementing personalized e-learning. The proposal model considers the level of skills or knowledge that a student has on a particular subject; this is determined through a pretest; this aspect is very important to avoid problems as anxiety or boredom according flow theory. In addition, in an e-learning system to determine the optimal sequence of learning resources for a student, we will work in a complementary manner with two machine-learning techniques: Case Based Reasoning and Reinforcement Learning (Q-Learning). The Case Based Reasoning, will allow based on previous success cases, determine the sequence of learning resources most appropriate for the student; and if there are not very similar cases, a learning sequence will be chosen from the proposed ones by Reinforcement Learning (Q-Learning).","PeriodicalId":211092,"journal":{"name":"2019 IEEE World Conference on Engineering Education (EDUNINE)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133925405","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 : 2019-03-01DOI: 10.1109/EDUNINE.2019.8875751
A. Duche-Pérez, Fanny Miyahira Paredes-Quispe, O. Gutiérrez-Aguilar
Peru's higher education sector faces a high dropout rate and a low retention rate, especially in private institutions. The research conducted by Superintendencia Nacional de Educación found that 27% of the students who access university studies drop out during the first year. Although these studies have revealed the challenges, perceptions, and reasons why students dropped out of University, not much has been done to overcome or to prevent this situation. Thus, it is crucial to know how to assist and guide first-year students to favorably adjust to the university setting. The objective of this research is to determine what internal and external factors allow new students successfully adapt to the university environment. Identifying these factors is necessary because they could help and guide new student groups. One hundred and sixty-eight students of the first-year of the Catolica de Santa Maria University (Arequipa, Peru) were the participants of this research. Students from Industrial Engineering (81), Mining Engineering (22), Systems Engineering (18) and Architecture (47). To collect data a questionnaire with 10 questions (closed and one-option type questions) and a focus group with 32 students were used. The content analysis was made using a three-stage open coding process to classify the findings into topics and subtopics. The findings revealed that 1 of 3 students had several difficulties to achieve a successful transition. In addition, they presented a low performance in one or more courses at the end of their first year of study. Four general identified factors enabled them to adapt and to integrate into the university environment successfully: family support received during the first semester of studies, competencies acquired in high school, the performance as a student in university and the objective proposed by the university student during the first semester of studies.
{"title":"The Transition from high school to university: identifying internal and external factors for a successful transition in peruvian students of Architecture and Engineering","authors":"A. Duche-Pérez, Fanny Miyahira Paredes-Quispe, O. Gutiérrez-Aguilar","doi":"10.1109/EDUNINE.2019.8875751","DOIUrl":"https://doi.org/10.1109/EDUNINE.2019.8875751","url":null,"abstract":"Peru's higher education sector faces a high dropout rate and a low retention rate, especially in private institutions. The research conducted by Superintendencia Nacional de Educación found that 27% of the students who access university studies drop out during the first year. Although these studies have revealed the challenges, perceptions, and reasons why students dropped out of University, not much has been done to overcome or to prevent this situation. Thus, it is crucial to know how to assist and guide first-year students to favorably adjust to the university setting. The objective of this research is to determine what internal and external factors allow new students successfully adapt to the university environment. Identifying these factors is necessary because they could help and guide new student groups. One hundred and sixty-eight students of the first-year of the Catolica de Santa Maria University (Arequipa, Peru) were the participants of this research. Students from Industrial Engineering (81), Mining Engineering (22), Systems Engineering (18) and Architecture (47). To collect data a questionnaire with 10 questions (closed and one-option type questions) and a focus group with 32 students were used. The content analysis was made using a three-stage open coding process to classify the findings into topics and subtopics. The findings revealed that 1 of 3 students had several difficulties to achieve a successful transition. In addition, they presented a low performance in one or more courses at the end of their first year of study. Four general identified factors enabled them to adapt and to integrate into the university environment successfully: family support received during the first semester of studies, competencies acquired in high school, the performance as a student in university and the objective proposed by the university student during the first semester of studies.","PeriodicalId":211092,"journal":{"name":"2019 IEEE World Conference on Engineering Education (EDUNINE)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131418165","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 : 2019-03-01DOI: 10.1109/EDUNINE.2019.8875788
Marcos Devaner do Nascimento, I. M. Félix, B. M. Ferreira, Lucas Mendonça de Souza, D. Dantas, L. de Oliveira Brandão, Anarosa de Oliveira Brandão
Studies show that visual programming languages (VPL) may favorably be used for introducing programming. Several tools to support VPL are available for teaching programming, but these diversity makes it difficult for teachers to know which one is better suited to a particular student profile. In addition, the adoption of VPL without a methodology, that suits the student's profile, might negatively impact their learning. In this work, we perform a comparative analysis between some existing VPL software, like Alice, Scratch and iVProg with the aim of presenting their main characteristics and making a comparative analysis of their specifications and suitable level schooling. The results show that, although existing VPL have common characteristics, in some cases, they have specificities in relation suitable users.
{"title":"Which visual programming language best suits each school level? A look at Alice, iVProg, and Scratch","authors":"Marcos Devaner do Nascimento, I. M. Félix, B. M. Ferreira, Lucas Mendonça de Souza, D. Dantas, L. de Oliveira Brandão, Anarosa de Oliveira Brandão","doi":"10.1109/EDUNINE.2019.8875788","DOIUrl":"https://doi.org/10.1109/EDUNINE.2019.8875788","url":null,"abstract":"Studies show that visual programming languages (VPL) may favorably be used for introducing programming. Several tools to support VPL are available for teaching programming, but these diversity makes it difficult for teachers to know which one is better suited to a particular student profile. In addition, the adoption of VPL without a methodology, that suits the student's profile, might negatively impact their learning. In this work, we perform a comparative analysis between some existing VPL software, like Alice, Scratch and iVProg with the aim of presenting their main characteristics and making a comparative analysis of their specifications and suitable level schooling. The results show that, although existing VPL have common characteristics, in some cases, they have specificities in relation suitable users.","PeriodicalId":211092,"journal":{"name":"2019 IEEE World Conference on Engineering Education (EDUNINE)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131515140","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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