Pub Date : 2023-06-13DOI: 10.3991/ijep.v13i4.34921
Yelmurat Dosymov, I. Usembayeva, Serik Polatuly, Sherzod Ramankulov, B. Kurbanbekov, Aigul Mintassova, Nurken Mussakhan
Abstract—Проблемы данного исследования связаны с недостатками, которые всегда существовали и обострились в последнее время в практике изучения электромагнитных явлений в отдельных электрических цепях в школе. В качестве одного из путей преодоления имеющихся недостатков рассмотрим усиление физической составляющей при исследовании материала электрических цепей. В соответствии с этим проблему исследования можно сформулировать в виде вопроса: какова педагогическая целесообразность использования современных микропроцессорных систем и математического моделирования с точки зрения повышения качества физических знаний и эффективности их применения в учебном процессе? изучение электрических схем? Для решения поставленных задач использовались следующие методы исследования: проведение педагогического эксперимента и анализ его результатов с целью определения эффективности использования компьютерного моделирования при изучении физических основ электрических цепей, теоретический анализ методической литературы. Разработана методика применения компьютерного моделирования и показана его роль в создании условий для внедрения исследовательского метода обучения в практику. В результате педагогического эксперимента доказана эффективность разработанных подходов к использованию компьютерных моделей в экспериментальной деятельности студентов с целью развития интеллектуальных способностей, формирования исследовательского подхода и стимулирования творческой активности студентов. теоретический анализ методической литературы. Разработана методика применения компьютерного моделирования и показана его роль в создании условий для внедрения исследовательского метода обучения в практику. В результате педагогического эксперимента доказана эффективность разработанных подходов к использованию компьютерных моделей в экспериментальной деятельности студентов с целью развития интеллектуальных способностей, формирования исследовательского подхода и стимулирования творческой активности студентов. теоретический анализ методической литературы. Разработана методика применения компьютерного моделирования и показана его роль в создании условий для внедрения исследовательского метода обучения в практику. В результате педагогического эксперимента доказана эффективность разработанных подходов к использованию компьютерных моделей в экспериментальной деятельности студентов с целью развития интеллектуальных способностей, формирования исследовательского подхода и стимулирования творческой активности студентов.
{"title":"Effectiveness of Computer Modeling in the Study of Electrical Circuits: Application and Evaluation","authors":"Yelmurat Dosymov, I. Usembayeva, Serik Polatuly, Sherzod Ramankulov, B. Kurbanbekov, Aigul Mintassova, Nurken Mussakhan","doi":"10.3991/ijep.v13i4.34921","DOIUrl":"https://doi.org/10.3991/ijep.v13i4.34921","url":null,"abstract":"Abstract—Проблемы данного исследования связаны с недостатками, которые всегда существовали и обострились в последнее время в практике изучения электромагнитных явлений в отдельных электрических цепях в школе. В качестве одного из путей преодоления имеющихся недостатков рассмотрим усиление физической составляющей при исследовании материала электрических цепей. В соответствии с этим проблему исследования можно сформулировать в виде вопроса: какова педагогическая целесообразность использования современных микропроцессорных систем и математического моделирования с точки зрения повышения качества физических знаний и эффективности их применения в учебном процессе? изучение электрических схем? Для решения поставленных задач использовались следующие методы исследования: проведение педагогического эксперимента и анализ его результатов с целью определения эффективности использования компьютерного моделирования при изучении физических основ электрических цепей, теоретический анализ методической литературы. Разработана методика применения компьютерного моделирования и показана его роль в создании условий для внедрения исследовательского метода обучения в практику. В результате педагогического эксперимента доказана эффективность разработанных подходов к использованию компьютерных моделей в экспериментальной деятельности студентов с целью развития интеллектуальных способностей, формирования исследовательского подхода и стимулирования творческой активности студентов. теоретический анализ методической литературы. Разработана методика применения компьютерного моделирования и показана его роль в создании условий для внедрения исследовательского метода обучения в практику. В результате педагогического эксперимента доказана эффективность разработанных подходов к использованию компьютерных моделей в экспериментальной деятельности студентов с целью развития интеллектуальных способностей, формирования исследовательского подхода и стимулирования творческой активности студентов. теоретический анализ методической литературы. Разработана методика применения компьютерного моделирования и показана его роль в создании условий для внедрения исследовательского метода обучения в практику. В результате педагогического эксперимента доказана эффективность разработанных подходов к использованию компьютерных моделей в экспериментальной деятельности студентов с целью развития интеллектуальных способностей, формирования исследовательского подхода и стимулирования творческой активности студентов.","PeriodicalId":45481,"journal":{"name":"International Journal of Engineering Pedagogy","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43556033","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 : 2023-06-13DOI: 10.3991/ijep.v13i4.36309
Viktoriya Galitskaya, A. Drigas
The difficulty faced by students in Geometry (ageometria) is a relatively new learning difficulty that has not been extensively explored. Early detection, as well as intervention, is very important. Students with dyslexia, like all students with special learning difficulties, face difficulties in working memory. In addition, solving a geometric problem requires comprehension of pronunciation (in which students with dyslexia lag) and numerical processing (in which students with dyscalculia lag). For this reason, this article presents interventions aimed at improving working memory or improving reading or numerical skills, with the help of new technologies.
{"title":"Mobiles & ICT Based Interventions for Learning Difficulties in Geometry","authors":"Viktoriya Galitskaya, A. Drigas","doi":"10.3991/ijep.v13i4.36309","DOIUrl":"https://doi.org/10.3991/ijep.v13i4.36309","url":null,"abstract":"The difficulty faced by students in Geometry (ageometria) is a relatively new learning difficulty that has not been extensively explored. Early detection, as well as intervention, is very important. Students with dyslexia, like all students with special learning difficulties, face difficulties in working memory. In addition, solving a geometric problem requires comprehension of pronunciation (in which students with dyslexia lag) and numerical processing (in which students with dyscalculia lag). For this reason, this article presents interventions aimed at improving working memory or improving reading or numerical skills, with the help of new technologies.","PeriodicalId":45481,"journal":{"name":"International Journal of Engineering Pedagogy","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44005658","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 : 2023-06-13DOI: 10.3991/ijep.v13i4.37077
Ildikó Holik, Tamás Kersánszki, G. Molnár, István Dániel Sanda
In education, learning and teaching supported by information and communication technology tools are increasingly coming to the fore. In order to implement digital education, it is essential to develop teachers' digital skills, especially in terms of tool use and content development. During the period of school closures during the pandemic and the transition to online education, the digital preparedness of education participants became increasingly emphasized. Online education has created many difficulties for teachers, students and parents. After overcoming the initial technical problems, the methodological renewal of education became a key issue. Our research examined online education during the COVID-19 period, its positives, negatives, methodological aspects, and the impact of online education on classroom education. The research results can be used, among other things, in teacher training and further teacher training, as they draw attention to the specifics of digital/online education, as well as the necessity and possibilities of developing digital skills.
{"title":"Teachers’ Digital Skills and Methodological Characteristics of Online Education","authors":"Ildikó Holik, Tamás Kersánszki, G. Molnár, István Dániel Sanda","doi":"10.3991/ijep.v13i4.37077","DOIUrl":"https://doi.org/10.3991/ijep.v13i4.37077","url":null,"abstract":"In education, learning and teaching supported by information and communication technology tools are increasingly coming to the fore. In order to implement digital education, it is essential to develop teachers' digital skills, especially in terms of tool use and content development. During the period of school closures during the pandemic and the transition to online education, the digital preparedness of education participants became increasingly emphasized. Online education has created many difficulties for teachers, students and parents. After overcoming the initial technical problems, the methodological renewal of education became a key issue. Our research examined online education during the COVID-19 period, its positives, negatives, methodological aspects, and the impact of online education on classroom education. The research results can be used, among other things, in teacher training and further teacher training, as they draw attention to the specifics of digital/online education, as well as the necessity and possibilities of developing digital skills.","PeriodicalId":45481,"journal":{"name":"International Journal of Engineering Pedagogy","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42990823","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 : 2023-06-13DOI: 10.3991/ijep.v13i4.38165
K. Mukhtarkyzy, G. Abildinova, M. Serik, K. Kariyeva, O. Sayakov
Abstract— Augmented Reality is an emerging technology that holds vast potential for being used in pedagogy. The underlying technology of AR is becoming cheaper and ubiquitous every day as smartphones and tablets flood our markets. Numerous AR applications have been designed and developed for Android and IOS platforms to teach STEM subjects. The complexity and scope of such applications ranges from primary education to university education. Such applications have been developed in the developed and developing countries alike, however, there is still a need for such applications in Kazakhstan. This systematic literature review looked at developed Augmented Reality applications for teaching STEM subjects to High School children to develop a pathway for developing indigenous AR applications at the same scale. We identified a lack of standardize assessment tool for measuring success of AR studies. The results of the systematic literature suggest that Kazakhstani developers will need to focus on reducing technostress on children. Otherwise, the intended results may not be achieved as stress is counterproductive.
{"title":"Systematic Review of Augmented Reality Methodologies for High School Courses","authors":"K. Mukhtarkyzy, G. Abildinova, M. Serik, K. Kariyeva, O. Sayakov","doi":"10.3991/ijep.v13i4.38165","DOIUrl":"https://doi.org/10.3991/ijep.v13i4.38165","url":null,"abstract":"Abstract— Augmented Reality is an emerging technology that holds vast potential for being used in pedagogy. The underlying technology of AR is becoming cheaper and ubiquitous every day as smartphones and tablets flood our markets. Numerous AR applications have been designed and developed for Android and IOS platforms to teach STEM subjects. The complexity and scope of such applications ranges from primary education to university education. Such applications have been developed in the developed and developing countries alike, however, there is still a need for such applications in Kazakhstan. This systematic literature review looked at developed Augmented Reality applications for teaching STEM subjects to High School children to develop a pathway for developing indigenous AR applications at the same scale. We identified a lack of standardize assessment tool for measuring success of AR studies. The results of the systematic literature suggest that Kazakhstani developers will need to focus on reducing technostress on children. Otherwise, the intended results may not be achieved as stress is counterproductive.","PeriodicalId":45481,"journal":{"name":"International Journal of Engineering Pedagogy","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45041693","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 : 2023-06-13DOI: 10.3991/ijep.v13i4.36971
A. Andrés, M. J. Petrón, A. Carrapiso, S. Morales, M. Timón
The development of soft skills is considered vitally important for the professionals in the Food Industry Engineering field. Employers in the food industry seek graduates who are prepared for work and possess strong teamwork skills. One effective strategy for students to practice and enhance their teamwork skills is through team-based assignments. In this study, three different team-based tasks were assigned to students in the three Food Industry Engineering courses. These tasks included the preparation of a Kahoot! questionnaire, a video presentation, and a traditional written report, all related to specific topics covered in the courses. The teamwork skills of the students were evaluated using VALUE rubrics. The acceptability of these three learning methodologies was also measured. The results indicated that the use of Kahoot! and student video presentations resulted in higher teamwork scores compared to the traditional methodology (P<0.05). No significant differences were found between the uses of Kahoot! and video presentation in any of the courses (P>0.05). The level of student satisfaction, regarding the general acceptance of Kahoot! and video presentation tools, as well as the acquisition of teamwork skills, was very positive. These findings undoubtedly encourage faculty to incorporate these new teaching methodologies in Food Industry Engineering courses.
{"title":"Development of Teamwork Skills Using ICTs in Undergraduate Students of Food Industry Engineering Degree","authors":"A. Andrés, M. J. Petrón, A. Carrapiso, S. Morales, M. Timón","doi":"10.3991/ijep.v13i4.36971","DOIUrl":"https://doi.org/10.3991/ijep.v13i4.36971","url":null,"abstract":"The development of soft skills is considered vitally important for the professionals in the Food Industry Engineering field. Employers in the food industry seek graduates who are prepared for work and possess strong teamwork skills. One effective strategy for students to practice and enhance their teamwork skills is through team-based assignments. In this study, three different team-based tasks were assigned to students in the three Food Industry Engineering courses. These tasks included the preparation of a Kahoot! questionnaire, a video presentation, and a traditional written report, all related to specific topics covered in the courses. The teamwork skills of the students were evaluated using VALUE rubrics. The acceptability of these three learning methodologies was also measured. The results indicated that the use of Kahoot! and student video presentations resulted in higher teamwork scores compared to the traditional methodology (P<0.05). No significant differences were found between the uses of Kahoot! and video presentation in any of the courses (P>0.05). The level of student satisfaction, regarding the general acceptance of Kahoot! and video presentation tools, as well as the acquisition of teamwork skills, was very positive. These findings undoubtedly encourage faculty to incorporate these new teaching methodologies in Food Industry Engineering courses.","PeriodicalId":45481,"journal":{"name":"International Journal of Engineering Pedagogy","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47692810","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 : 2023-06-13DOI: 10.3991/ijep.v13i4.38477
L. Osgood, Nick Landrigan, W. Peters
One implementation of global, community-based, engineering-student design projects invites students to practice design from a distance. Though it may not be possible to bring an entire engineering design class to the international location for students and various stakeholders to interact, a meaningful global experience can be educational and beneficial for all stakeholders. Recognizing that the impact of community-based projects extends beyond the students to numerous stakeholders, this paper proposes a multi-stakeholder lens which examines the roles, interactions, motivations, and responsibilities of stakeholders in a global, community-based design project. The lens was developed in part by a case study of a global design project connecting a first-year Canadian engineering design course, a rural Kenyan preschool, a non-profit organization, and additional Kenyan and Canadian stakeholders. Written by three of the stakeholders in the case study, the course instructor, a Canada-based community partner, and a design student, this paper concludes with recommendations on how to incorporate global projects in a domestic setting. Ultimately, adopting a multi-stakeholder lens transitions a myopic student-centric focus to an inclusive experience for all stakeholders, creating partners in the design and achieving a greater set of objectives.
{"title":"Proposing a Multi-Stakeholder Lens to Examine Global Community-Based Design Projects","authors":"L. Osgood, Nick Landrigan, W. Peters","doi":"10.3991/ijep.v13i4.38477","DOIUrl":"https://doi.org/10.3991/ijep.v13i4.38477","url":null,"abstract":"One implementation of global, community-based, engineering-student design projects invites students to practice design from a distance. Though it may not be possible to bring an entire engineering design class to the international location for students and various stakeholders to interact, a meaningful global experience can be educational and beneficial for all stakeholders. Recognizing that the impact of community-based projects extends beyond the students to numerous stakeholders, this paper proposes a multi-stakeholder lens which examines the roles, interactions, motivations, and responsibilities of stakeholders in a global, community-based design project. The lens was developed in part by a case study of a global design project connecting a first-year Canadian engineering design course, a rural Kenyan preschool, a non-profit organization, and additional Kenyan and Canadian stakeholders. Written by three of the stakeholders in the case study, the course instructor, a Canada-based community partner, and a design student, this paper concludes with recommendations on how to incorporate global projects in a domestic setting. Ultimately, adopting a multi-stakeholder lens transitions a myopic student-centric focus to an inclusive experience for all stakeholders, creating partners in the design and achieving a greater set of objectives.","PeriodicalId":45481,"journal":{"name":"International Journal of Engineering Pedagogy","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42910242","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 : 2023-06-13DOI: 10.3991/ijep.v13i4.37261
E. Ayuga-Téllez, C. González, S. Martín-Fernández
Quality in teaching Applied Statistics in the Degree in Forestry Engineering requires initially asking why to teach Statistics, who should teach it and what should be taught. This paper aims to answer these questions. Natural discussion groups have been used as a method to achieve the objectives. These groups were formed by professors from the UPM and the National University of Santiago del Estero, in Argentina. The results reached the consensus of the experts on the subject: the need for statistics in the training of forestry engineers and that the main contents should be descriptive statistics, sampling techniques, estimation and hypothesis testing and linear models. Finally, another result was that the teaching staff should be Forestry Engineers to show and involve students in real and practical cases that solve engineering problems that facilitate student learning.
{"title":"Statistics in Forest Engineering Degree Programs: What Should be Taught and Who Should Teach It","authors":"E. Ayuga-Téllez, C. González, S. Martín-Fernández","doi":"10.3991/ijep.v13i4.37261","DOIUrl":"https://doi.org/10.3991/ijep.v13i4.37261","url":null,"abstract":"Quality in teaching Applied Statistics in the Degree in Forestry Engineering requires initially asking why to teach Statistics, who should teach it and what should be taught. This paper aims to answer these questions. Natural discussion groups have been used as a method to achieve the objectives. These groups were formed by professors from the UPM and the National University of Santiago del Estero, in Argentina. The results reached the consensus of the experts on the subject: the need for statistics in the training of forestry engineers and that the main contents should be descriptive statistics, sampling techniques, estimation and hypothesis testing and linear models. Finally, another result was that the teaching staff should be Forestry Engineers to show and involve students in real and practical cases that solve engineering problems that facilitate student learning.","PeriodicalId":45481,"journal":{"name":"International Journal of Engineering Pedagogy","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46116771","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 : 2023-06-13DOI: 10.3991/ijep.v13i4.37149
L. Andrade-Arenas, David Llulluy-Nuñez, Jesus Vílchez-Sandoval, Hipólito Reyes-Del Carmen, Luis Romero-Untiveros, Juan Lara-Herrera, Josellyn Alata-Palacios
Peruvian universities by the university law 30220 are required to have their research center to obtain their licensing and optionally obtain accreditation for educational quality. The research study aims to propose an innovative model that relates the informative research of the students of the Systems Engineering and Computer and Electronics Engineering program with the accreditation. The soft systems methodology and the Maltese cross, based on the systemic approach, were used for the development of the study. The study is qualitative in approach; the interview technique was used with 15 stakeholders, using Atlas Ti22 for its analysis. The result obtained was based on the evaluation by experts, considering criteria such as clarity, coherence, relevance and consistency of the proposed model of the relationship between formative research and accreditation; obtaining an average value of 92.5%. In this way, it is considered approved since it must be higher than 75%. It was concluded that the proposed model is coherent since it articulates the investigative courses from the first semester to the last semester and relates in an articulated way with the elements of accreditation. The contribution of the research is to the university educational sector that can adapt the proposed innovative model according to the educational model of their university.
{"title":"Innovative Proposed Model between Formative Research and Accreditation of Engineering Programs","authors":"L. Andrade-Arenas, David Llulluy-Nuñez, Jesus Vílchez-Sandoval, Hipólito Reyes-Del Carmen, Luis Romero-Untiveros, Juan Lara-Herrera, Josellyn Alata-Palacios","doi":"10.3991/ijep.v13i4.37149","DOIUrl":"https://doi.org/10.3991/ijep.v13i4.37149","url":null,"abstract":"Peruvian universities by the university law 30220 are required to have their research center to obtain their licensing and optionally obtain accreditation for educational quality. The research study aims to propose an innovative model that relates the informative research of the students of the Systems Engineering and Computer and Electronics Engineering program with the accreditation. The soft systems methodology and the Maltese cross, based on the systemic approach, were used for the development of the study. The study is qualitative in approach; the interview technique was used with 15 stakeholders, using Atlas Ti22 for its analysis. The result obtained was based on the evaluation by experts, considering criteria such as clarity, coherence, relevance and consistency of the proposed model of the relationship between formative research and accreditation; obtaining an average value of 92.5%. In this way, it is considered approved since it must be higher than 75%. It was concluded that the proposed model is coherent since it articulates the investigative courses from the first semester to the last semester and relates in an articulated way with the elements of accreditation. The contribution of the research is to the university educational sector that can adapt the proposed innovative model according to the educational model of their university. \u0000 ","PeriodicalId":45481,"journal":{"name":"International Journal of Engineering Pedagogy","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49373243","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 : 2023-06-13DOI: 10.3991/ijep.v13i4.37017
Kateřina Berková, Dagmar Frendlovská, Martina Chalupová, Andrea Kubisová, Katarína Krpálková Krelová, Dana Kolářová
The study was conceptualized as a pilot to establish a methodology for comprehensive research with respect to the impact of the proposed learning design on learning outcomes. The aim of the paper is to find out how representatives of higher education institutions and master's students in engineering studies in the Czech Republic and in the countries of Belgium, Germany, Greece, Netherlands, Poland perceive the absence of feedback learning aspects by monitoring the progress of learning. There are many findings on the learning process documented in the literature, but less available are studies of a perceptual nature that identify differences in the attitudes of students and university representatives. The differences between Czech students and International Business Week (IBW) students studying in the Czech Republic and the differences between students and higher education institutions in and outside the Czech Republic are analysed using the Mann-Whitney U test. The strongest absence of the aspects examined by the researchers was found among students from the IBW program studying at Czech higher education institutions. Czech students are the least lacking in these aspects. From the perspective of higher education institutions, partner schools from other countries perceive the absence of the examined aspects in teaching less than higher education institutions from the Czech Republic. The study has theoretical implications for the scientific field, as it has laid the conceptual basis for further research. The study has practical implications for the way higher education teaching is conducted.
{"title":"International Comparison of Higher Education Representatives’ and Students’ Attitudes Towards Feedback Learning","authors":"Kateřina Berková, Dagmar Frendlovská, Martina Chalupová, Andrea Kubisová, Katarína Krpálková Krelová, Dana Kolářová","doi":"10.3991/ijep.v13i4.37017","DOIUrl":"https://doi.org/10.3991/ijep.v13i4.37017","url":null,"abstract":"The study was conceptualized as a pilot to establish a methodology for comprehensive research with respect to the impact of the proposed learning design on learning outcomes. The aim of the paper is to find out how representatives of higher education institutions and master's students in engineering studies in the Czech Republic and in the countries of Belgium, Germany, Greece, Netherlands, Poland perceive the absence of feedback learning aspects by monitoring the progress of learning. There are many findings on the learning process documented in the literature, but less available are studies of a perceptual nature that identify differences in the attitudes of students and university representatives. The differences between Czech students and International Business Week (IBW) students studying in the Czech Republic and the differences between students and higher education institutions in and outside the Czech Republic are analysed using the Mann-Whitney U test. The strongest absence of the aspects examined by the researchers was found among students from the IBW program studying at Czech higher education institutions. Czech students are the least lacking in these aspects. From the perspective of higher education institutions, partner schools from other countries perceive the absence of the examined aspects in teaching less than higher education institutions from the Czech Republic. The study has theoretical implications for the scientific field, as it has laid the conceptual basis for further research. The study has practical implications for the way higher education teaching is conducted.","PeriodicalId":45481,"journal":{"name":"International Journal of Engineering Pedagogy","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46046007","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 : 2023-01-01DOI: 10.1007/978-981-19-8016-9
{"title":"Engineering Pedagogy: A Collection of Articles in Honor of Prof. Amitabha Ghosh","authors":"","doi":"10.1007/978-981-19-8016-9","DOIUrl":"https://doi.org/10.1007/978-981-19-8016-9","url":null,"abstract":"","PeriodicalId":45481,"journal":{"name":"International Journal of Engineering Pedagogy","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76425427","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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