Pub Date : 2022-03-28DOI: 10.1109/EDUCON52537.2022.9766479
K. Yiasemides, K. Zachariadou, N. Moshonas, M. Rangoussi, A. Charitopoulos
Design, development and evaluation of a web-based platform to support hands-on introductory lab sessions in a first-year Physics course, within an undergraduate Electrical and Electronics Engineering curriculum, is presented and discussed. The aim of this project is to develop and put to use an active learning scenario for the introductory lab sessions of the Physics course; these are currently given in the form of conventional lectures and thus fail to attract students’ interest, motivate them or even aid them to grasp the essence of the methods they are expected to use in the following lab sessions. The material taught, namely, (i) linear regression method fundamentals and (ii) uncertainties in measurements, is basic and necessary for the quantitative verification of the physics laws and the estimation of unknown parameters. The application developed is web-based and consists of independent tabs (web pages), each providing access to a specific lab session. In order to evaluate the attractiveness and the educational effectiveness of the new application, DanaIntro, along with the new active learning scenario, a pilot test has been carried out with the 2020-21 firstyear student cohort, split into an ‘experimental group’ that used DanaIntro and a ‘control group’ that was taught in the conventional form (lectures and then problem-solving in class). Only the 1st part of DanaIntro (linear regression method fundamentals) was used in this pilot test. Analysis of student performance across all lab-related evaluation activities, described in detail here, has yielded positive results for the ‘experimental group’ - especially for students with a moderate understanding of the material (linear regression). These results encouraged the class instructors to develop the 2nd part of DanaIntro, on measurement uncertainties. Both parts are going to replace the respective conventional lectures and are planned to undergo formal evaluation in the next academic year.
{"title":"Development and Assessment of a Web-based Platform for an Active Learning Physics Lab Session on the linear regression technique","authors":"K. Yiasemides, K. Zachariadou, N. Moshonas, M. Rangoussi, A. Charitopoulos","doi":"10.1109/EDUCON52537.2022.9766479","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766479","url":null,"abstract":"Design, development and evaluation of a web-based platform to support hands-on introductory lab sessions in a first-year Physics course, within an undergraduate Electrical and Electronics Engineering curriculum, is presented and discussed. The aim of this project is to develop and put to use an active learning scenario for the introductory lab sessions of the Physics course; these are currently given in the form of conventional lectures and thus fail to attract students’ interest, motivate them or even aid them to grasp the essence of the methods they are expected to use in the following lab sessions. The material taught, namely, (i) linear regression method fundamentals and (ii) uncertainties in measurements, is basic and necessary for the quantitative verification of the physics laws and the estimation of unknown parameters. The application developed is web-based and consists of independent tabs (web pages), each providing access to a specific lab session. In order to evaluate the attractiveness and the educational effectiveness of the new application, DanaIntro, along with the new active learning scenario, a pilot test has been carried out with the 2020-21 firstyear student cohort, split into an ‘experimental group’ that used DanaIntro and a ‘control group’ that was taught in the conventional form (lectures and then problem-solving in class). Only the 1st part of DanaIntro (linear regression method fundamentals) was used in this pilot test. Analysis of student performance across all lab-related evaluation activities, described in detail here, has yielded positive results for the ‘experimental group’ - especially for students with a moderate understanding of the material (linear regression). These results encouraged the class instructors to develop the 2nd part of DanaIntro, on measurement uncertainties. Both parts are going to replace the respective conventional lectures and are planned to undergo formal evaluation in the next academic year.","PeriodicalId":416694,"journal":{"name":"2022 IEEE Global Engineering Education Conference (EDUCON)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130231975","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 : 2022-03-28DOI: 10.1109/EDUCON52537.2022.9766580
H. Mohammadian, Zeinab Ghasabzadeh Langari, Manuel Castro, Volker Wittberg
amidst the economic, social, and environmental disruption being faced due to the COVID-19 outbreak, SMEs are being challenged with how best to ensure business continuity. As a result, business continuity and global supply chain performance are disrupted. Due to the damage caused by the outbreak of the Coronavirus, if the economic, social, and environmental losses are not addressed quickly, and practical policies and strategies are not adopted, the damage will be exponential. This means that many SMEs will face many crises in the future. Good governance has significant potential for sustainability & continuity of operations of the business, modernizing SMEs, business model innovation, new business development, improving public service delivery, addressing complex development needs and promoting prosperity, and may help achieve the 2030 Sustainable Development Goals set by the United Nations. In this regard, smart governance to support business strategies remains an important driving force for this transition, especially in the face of international market pressures and global competition. And it offers incredible opportunities to innovate, strengthen and improve efficient practices and bring many benefits. In the meantime, the role of education is vital for sustainability. Education for sustainability leads to the accumulation of human capital in organizations by improving individual skills, abilities, and competencies. Companies that have better sustainability training have enjoyed more sustainable growth and development by using high-tech and knowledge-based products. In today’s increasingly complex social environments, many E-governance is working to ensure effective planning, implementation, and delivery of education policies. training in sustainable SMEs helps enthusiasts gain the necessary competence and skills to initiate sustainable enterprises. In fact, companies are no longer just legal in nature, and their main goal is not just profitability and accountability to shareholders. Companies have become citizens who are responsible for society and must become good corporate citizens. Innovative SMEs and their business ecosystems can be a major strength in achieving the goals of green technologies, the circular economy, as well as an innovation-enabling policy- and regulatory framework. Therefore, educational sustainability and transition to hybrid organizations are a necessity. In this paper, we are going to introduce a new concept which titled “Hybrid SMEs/SME 5.0 or Tomorrow’s SMEs” through the 5th wave theory towards mapping the future education with using the smart governance.
{"title":"Smart Governance for Educational Sustainability: Hybrid SMEs & the 5th wave theory Towards Mapping the Future Education in Post-Covid Era","authors":"H. Mohammadian, Zeinab Ghasabzadeh Langari, Manuel Castro, Volker Wittberg","doi":"10.1109/EDUCON52537.2022.9766580","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766580","url":null,"abstract":"amidst the economic, social, and environmental disruption being faced due to the COVID-19 outbreak, SMEs are being challenged with how best to ensure business continuity. As a result, business continuity and global supply chain performance are disrupted. Due to the damage caused by the outbreak of the Coronavirus, if the economic, social, and environmental losses are not addressed quickly, and practical policies and strategies are not adopted, the damage will be exponential. This means that many SMEs will face many crises in the future. Good governance has significant potential for sustainability & continuity of operations of the business, modernizing SMEs, business model innovation, new business development, improving public service delivery, addressing complex development needs and promoting prosperity, and may help achieve the 2030 Sustainable Development Goals set by the United Nations. In this regard, smart governance to support business strategies remains an important driving force for this transition, especially in the face of international market pressures and global competition. And it offers incredible opportunities to innovate, strengthen and improve efficient practices and bring many benefits. In the meantime, the role of education is vital for sustainability. Education for sustainability leads to the accumulation of human capital in organizations by improving individual skills, abilities, and competencies. Companies that have better sustainability training have enjoyed more sustainable growth and development by using high-tech and knowledge-based products. In today’s increasingly complex social environments, many E-governance is working to ensure effective planning, implementation, and delivery of education policies. training in sustainable SMEs helps enthusiasts gain the necessary competence and skills to initiate sustainable enterprises. In fact, companies are no longer just legal in nature, and their main goal is not just profitability and accountability to shareholders. Companies have become citizens who are responsible for society and must become good corporate citizens. Innovative SMEs and their business ecosystems can be a major strength in achieving the goals of green technologies, the circular economy, as well as an innovation-enabling policy- and regulatory framework. Therefore, educational sustainability and transition to hybrid organizations are a necessity. In this paper, we are going to introduce a new concept which titled “Hybrid SMEs/SME 5.0 or Tomorrow’s SMEs” through the 5th wave theory towards mapping the future education with using the smart governance.","PeriodicalId":416694,"journal":{"name":"2022 IEEE Global Engineering Education Conference (EDUCON)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130476899","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 : 2022-03-28DOI: 10.1109/educon52537.2022.9766786
Daniel Morocho-Lara, Patricio Miranda-Ramos, Héctor Neto-Chusín, Sarah Iza-Pazmiño
The limited use of collaborative tools in the teaching of Mathematics with students of Middle Basic General Education has allowed us to think about the three essential axes that this work entails: collaborative tools, Didactics of Mathematics, and learning and knowledge technologies (LKT). This research aimed to analyze the use of web 3.0 collaborative tools in the teaching of Mathematics. The methodology applied with a mixed experimental-exploratory approach, through a structured questionnaire of 24 questions on a Likert scale which was validated by Cronbach’s alpha statistic with a result of 0.846, the TAM model was applied to measure the acceptance of digital resources developed through collaborative web3.0 tools in virtual learning during the global pandemic covid-19, the ADDIE methodology was applied in the execution and application of collaborative tools for students in the eighth year of General Basic education. The contrast of the hypothesis was carried out using the Kolmogorov-Smirnov statistical test for a sample where a value less than 0.000 was obtained, stating that the development of web 3.0 resources by the teacher improves collaborative work focused on learning mathematics and, in this way, a paradigm shift is manifested in its conceptualization and modifications in its didactic development. The results show that the role of technology and the Internet in the learning of mathematics can generate some motivation, they represent for students and teachers a significant factor of high impact in the learning of mathematics in the long term, not because of their use or access to them, but for the competence to apply them in their learning.
{"title":"Collaborative tools web 3.0 in the teaching of mathematics in times of Covid 19 pandemic","authors":"Daniel Morocho-Lara, Patricio Miranda-Ramos, Héctor Neto-Chusín, Sarah Iza-Pazmiño","doi":"10.1109/educon52537.2022.9766786","DOIUrl":"https://doi.org/10.1109/educon52537.2022.9766786","url":null,"abstract":"The limited use of collaborative tools in the teaching of Mathematics with students of Middle Basic General Education has allowed us to think about the three essential axes that this work entails: collaborative tools, Didactics of Mathematics, and learning and knowledge technologies (LKT). This research aimed to analyze the use of web 3.0 collaborative tools in the teaching of Mathematics. The methodology applied with a mixed experimental-exploratory approach, through a structured questionnaire of 24 questions on a Likert scale which was validated by Cronbach’s alpha statistic with a result of 0.846, the TAM model was applied to measure the acceptance of digital resources developed through collaborative web3.0 tools in virtual learning during the global pandemic covid-19, the ADDIE methodology was applied in the execution and application of collaborative tools for students in the eighth year of General Basic education. The contrast of the hypothesis was carried out using the Kolmogorov-Smirnov statistical test for a sample where a value less than 0.000 was obtained, stating that the development of web 3.0 resources by the teacher improves collaborative work focused on learning mathematics and, in this way, a paradigm shift is manifested in its conceptualization and modifications in its didactic development. The results show that the role of technology and the Internet in the learning of mathematics can generate some motivation, they represent for students and teachers a significant factor of high impact in the learning of mathematics in the long term, not because of their use or access to them, but for the competence to apply them in their learning.","PeriodicalId":416694,"journal":{"name":"2022 IEEE Global Engineering Education Conference (EDUCON)","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130493467","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 : 2022-03-28DOI: 10.1109/EDUCON52537.2022.9766824
Luis H. Hernandez-Carrasco, Monica D. Hernandez-Sanchez, M. Rodríguez-Paz
From March 2019 through September 2021, most universities in our country had to turn into an online model in all the courses and programs. When students started to attend the lectures in September 2021, the universities implemented a hybrid model, having simultaneously students on-line and face-to-face. The teachers and lecturers since then have faced the challenge to pay the same level of attention to on-line and face-to-face students. Both types of students are getting the same information, the same material, and the same activities so we are questioning the level of knowledge acquired and competencies developed in the different attending circumstances. After at least one academic period attending lectures “on-line” or “face-to-face”, students enrolled in the Civil Engineering program between 6th through 8th semester, answered polls and surveys that provided the information about their perception on the level of attention received, knowledge acquired, and the competencies developed. The objective of this paper is to obtain the students’ perception of the effectiveness of the hybrid method for acquiring knowledge and basic concepts regarding the disciplinary competencies within the subject's topic, so we asked them for their perception in a qualitative manner to understand how they are interpreting and understanding the need of these hybrid models.
{"title":"Developing disciplinary competencies in an “hybrid model” comparing “on-line” versus “face-to-face” interaction between students and lecturers","authors":"Luis H. Hernandez-Carrasco, Monica D. Hernandez-Sanchez, M. Rodríguez-Paz","doi":"10.1109/EDUCON52537.2022.9766824","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766824","url":null,"abstract":"From March 2019 through September 2021, most universities in our country had to turn into an online model in all the courses and programs. When students started to attend the lectures in September 2021, the universities implemented a hybrid model, having simultaneously students on-line and face-to-face. The teachers and lecturers since then have faced the challenge to pay the same level of attention to on-line and face-to-face students. Both types of students are getting the same information, the same material, and the same activities so we are questioning the level of knowledge acquired and competencies developed in the different attending circumstances. After at least one academic period attending lectures “on-line” or “face-to-face”, students enrolled in the Civil Engineering program between 6th through 8th semester, answered polls and surveys that provided the information about their perception on the level of attention received, knowledge acquired, and the competencies developed. The objective of this paper is to obtain the students’ perception of the effectiveness of the hybrid method for acquiring knowledge and basic concepts regarding the disciplinary competencies within the subject's topic, so we asked them for their perception in a qualitative manner to understand how they are interpreting and understanding the need of these hybrid models.","PeriodicalId":416694,"journal":{"name":"2022 IEEE Global Engineering Education Conference (EDUCON)","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131285760","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 : 2022-03-28DOI: 10.1109/EDUCON52537.2022.9766656
Yussy Chinchay, Javier Gomez, Germán Montoro
The COVID-19 lockdown entailed changes at all levels. Particularly, closing schools and moving to online education from one day to another revealed limitations in the education system and difficulties to approach remote learning and assistance, particularly, in the case of special education needs. In order to collect how special education was orchestrated along the pandemic, what technologies were involved and the impact they had, we run a survey in which a total of 295 teachers, specialists and relatives of people with autism spectrum conditions participated. This paper contributes analyzing the orchestration of remote special education and provide applicable solutions to build a learning platform adapted to people with special needs, which covers the challenges encountered. In addition, a mapping of technologies is provided that can serve as an ICT selection criteria and benefit people on the spectrum.
{"title":"Orchestrating special education during the COVID-19 lockdown. A mapping study of the technologies and challenges","authors":"Yussy Chinchay, Javier Gomez, Germán Montoro","doi":"10.1109/EDUCON52537.2022.9766656","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766656","url":null,"abstract":"The COVID-19 lockdown entailed changes at all levels. Particularly, closing schools and moving to online education from one day to another revealed limitations in the education system and difficulties to approach remote learning and assistance, particularly, in the case of special education needs. In order to collect how special education was orchestrated along the pandemic, what technologies were involved and the impact they had, we run a survey in which a total of 295 teachers, specialists and relatives of people with autism spectrum conditions participated. This paper contributes analyzing the orchestration of remote special education and provide applicable solutions to build a learning platform adapted to people with special needs, which covers the challenges encountered. In addition, a mapping of technologies is provided that can serve as an ICT selection criteria and benefit people on the spectrum.","PeriodicalId":416694,"journal":{"name":"2022 IEEE Global Engineering Education Conference (EDUCON)","volume":"1006 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123322396","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 : 2022-03-28DOI: 10.1109/EDUCON52537.2022.9766394
M. May
Supply chain management courses have different problems at the teaching site, because students generally lack the concept of enterprise operation process, and cannot appreciate the relationship between strategy and process. It is difficult to create a complete enterprise environment for students to work within it, especially the invisible ”enterprise process." Therefore, the theme of this study is to apply the spirit of experiential learning and problem-oriented learning (PBL) by combine physical or virtual tools to simulate the supply chain operation process between real enterprises. And developing experiential learning and teaching methods to supplement the lack of experience of students and deepen students’ ability to solve strategical and tactical problems in real world. The pre and post questionnaires, where the course were carried out with 50 students (into 10 groups), show positive response in some items and provide insides for the teacher to keep on enhancing the course design.
{"title":"Physical and Virtual Game Based Experiential Learning for Supply Chain and Operations Management Teaching Practice and Effectiveness","authors":"M. May","doi":"10.1109/EDUCON52537.2022.9766394","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766394","url":null,"abstract":"Supply chain management courses have different problems at the teaching site, because students generally lack the concept of enterprise operation process, and cannot appreciate the relationship between strategy and process. It is difficult to create a complete enterprise environment for students to work within it, especially the invisible ”enterprise process.\" Therefore, the theme of this study is to apply the spirit of experiential learning and problem-oriented learning (PBL) by combine physical or virtual tools to simulate the supply chain operation process between real enterprises. And developing experiential learning and teaching methods to supplement the lack of experience of students and deepen students’ ability to solve strategical and tactical problems in real world. The pre and post questionnaires, where the course were carried out with 50 students (into 10 groups), show positive response in some items and provide insides for the teacher to keep on enhancing the course design.","PeriodicalId":416694,"journal":{"name":"2022 IEEE Global Engineering Education Conference (EDUCON)","volume":"515 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123072000","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 : 2022-03-28DOI: 10.1109/EDUCON52537.2022.9766654
Sarantos Psycharis, K. Kalovrektis
To justify the implementation of the integrated/holistic STEAM approach, theoretical considerations propose that assessment must be designed in order to evaluate students’ engagement not only in core ideas but also in their ability to be involved in the practices of Scientists and Engineers and in their capacity to recognize and apply the crosscutting concepts in real/authentic problems. The purpose of the article: (i) to summarize the state of the art for the different approaches of STEAM epistemology and integration, (ii) to go beyond and suggest some directions for future research related to the role of the boundary objects as crossing objects between the disciplines included in the acronym of STEAM and (iii) to discuss the new forms of learning objectives and the assessment techniques, when the boundary objects are considered in the STEAM integrated approach.
{"title":"Assesement And Integrated Steam In Engineering Education","authors":"Sarantos Psycharis, K. Kalovrektis","doi":"10.1109/EDUCON52537.2022.9766654","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766654","url":null,"abstract":"To justify the implementation of the integrated/holistic STEAM approach, theoretical considerations propose that assessment must be designed in order to evaluate students’ engagement not only in core ideas but also in their ability to be involved in the practices of Scientists and Engineers and in their capacity to recognize and apply the crosscutting concepts in real/authentic problems. The purpose of the article: (i) to summarize the state of the art for the different approaches of STEAM epistemology and integration, (ii) to go beyond and suggest some directions for future research related to the role of the boundary objects as crossing objects between the disciplines included in the acronym of STEAM and (iii) to discuss the new forms of learning objectives and the assessment techniques, when the boundary objects are considered in the STEAM integrated approach.","PeriodicalId":416694,"journal":{"name":"2022 IEEE Global Engineering Education Conference (EDUCON)","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126558206","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 : 2022-03-28DOI: 10.1109/EDUCON52537.2022.9766391
Yichao Wang, Hua Chai, J. Ravishankar
In the past, many studies were applied various statistical analysis methods to evaluate students’ learning achievement and satisfaction for improving the effectiveness of online teaching. However, most of these decided to rely on relatively fixed fundamental quantitative methodologies to determine essential results. Few studies have adequately classified statistical methods in engineering education to critically consider correlational trends or causal mechanisms in the field and make research results more explanatory and inclusive. Therefore, our main challenge is appropriately selecting quantitative or qualitative statistical methods used in online engineering education to make the research results more convincing. To fill this ‘gap,’ this article re-examines previous papers to summarize a statistical method in the online engineering discipline from diverse perspectives and construct a new mechanism of evaluating statistical methods for effective research in this field. Our goal is to provide an unexplored review of statistical methods of the online teaching and learning process considering the engineering educational perspective.
{"title":"Statistical Analysis Methods in Engineering Education Research: A state-of-the-art Review","authors":"Yichao Wang, Hua Chai, J. Ravishankar","doi":"10.1109/EDUCON52537.2022.9766391","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766391","url":null,"abstract":"In the past, many studies were applied various statistical analysis methods to evaluate students’ learning achievement and satisfaction for improving the effectiveness of online teaching. However, most of these decided to rely on relatively fixed fundamental quantitative methodologies to determine essential results. Few studies have adequately classified statistical methods in engineering education to critically consider correlational trends or causal mechanisms in the field and make research results more explanatory and inclusive. Therefore, our main challenge is appropriately selecting quantitative or qualitative statistical methods used in online engineering education to make the research results more convincing. To fill this ‘gap,’ this article re-examines previous papers to summarize a statistical method in the online engineering discipline from diverse perspectives and construct a new mechanism of evaluating statistical methods for effective research in this field. Our goal is to provide an unexplored review of statistical methods of the online teaching and learning process considering the engineering educational perspective.","PeriodicalId":416694,"journal":{"name":"2022 IEEE Global Engineering Education Conference (EDUCON)","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121834001","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 : 2022-03-28DOI: 10.1109/EDUCON52537.2022.9766721
Alexa Ray R. Fernando, Jan Guiller U. Vergara, Christian Aldwin D. Canlapan
Complex problem solving has been consistently listed by World Economic Forum as one of the top ten skills that employers look for in graduates in 2015, 2020, 2025 and 2030. Washington Accord requires that engineering students come up with design solutions for complex engineering problems. Similarly, ABET emphasized that engineering students must be prepared for practice through a curriculum culminating in a major design experience. This study assessed the perception of complex engineering problems among capstone design students. Preliminary results show that while senior engineering students believe that they have experienced solving complex engineering problems in earlier courses, they do not fully understand what it meant and how to classify a problem as a complex engineering problem. The completion of this research is expected to benefit both students and teachers as it provides insights on how to improve the curriculum and practices in the implementation of complex engineering problems.
{"title":"Work in Progress: Perception of complex engineering problem among capstone design students","authors":"Alexa Ray R. Fernando, Jan Guiller U. Vergara, Christian Aldwin D. Canlapan","doi":"10.1109/EDUCON52537.2022.9766721","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766721","url":null,"abstract":"Complex problem solving has been consistently listed by World Economic Forum as one of the top ten skills that employers look for in graduates in 2015, 2020, 2025 and 2030. Washington Accord requires that engineering students come up with design solutions for complex engineering problems. Similarly, ABET emphasized that engineering students must be prepared for practice through a curriculum culminating in a major design experience. This study assessed the perception of complex engineering problems among capstone design students. Preliminary results show that while senior engineering students believe that they have experienced solving complex engineering problems in earlier courses, they do not fully understand what it meant and how to classify a problem as a complex engineering problem. The completion of this research is expected to benefit both students and teachers as it provides insights on how to improve the curriculum and practices in the implementation of complex engineering problems.","PeriodicalId":416694,"journal":{"name":"2022 IEEE Global Engineering Education Conference (EDUCON)","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124961525","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 : 2022-03-28DOI: 10.1109/EDUCON52537.2022.9766778
I. M. João, J. M. Silva
Many factors have contributed to the urgency of adopting sustainable consumption patterns. The main challenges related to sustainable consumption include respecting our planet in all its complexity and diversity, taking care of communities and life and, to this end, adopting consumption and production patterns that protect human rights and the well-being of communities. The theme of education for sustainable consumption is multidisciplinary with elements from different curriculum topics and addresses all aspects of everyday life. Establishing a common understanding of sustainable consumption education will create a shared understanding of the topic and improve the necessary cooperation between educators and students, making sustainable consumption education an established and more understandable topic. The objective of this study is to identify the main topics within sustainable consumption education teaching and learning, the main barriers and propose some actions that contribute to a sustainable behavioural change in higher education. A literature review was carried out to categorize the main topics related to teaching and learning processes in higher education environments to fill the gap in this underrepresented research topic of education for sustainable consumption. The review allowed the collection of information reported in this new millennium and the identification, selection and critical evaluation of research related to education for sustainable consumption.
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