Contribution: Reporting of students’ view on the use of preparatory sprint and virtual meetings, as well as on the workload effort in combination with coding artifacts in a Scrum-variant project-based course. Background: Scrum has been adopted to a large extent in Software Engineering (SE) courses. Relevant aspects have been examined in the literature, such as the overall course experience from the side of the instructors and the students, the challenges of adapting Scrum for the classroom and training on specific roles. Intended Outcomes: To design a course that allows students to come in contact with developing projects from the industry as would be performed in a company context using Scrum. The main aim was to document aspects of the students’ experience in this context (e.g., workload view in the framework of the team), which—together with the use of objective data, i.e., development artifacts—can assist in understanding students better. Application Design: Drawing upon the previous teaching experience, a Scrum-variant in a project-based SE course was designed, examining how students perceive it in relation to the following aspects: Scrum adaptations in the classroom, workload in the team. How these compare with the actual development work performed by students is also investigated. Findings: The results from two consecutive years of teaching the course (2020 and 2021), applying quantitative analysis on the data, show that students need some time to become productive and estimate user stories correctly but are aware of their development effort within the team.
{"title":"Students’ Perceptions on Adaptations and Workload Versus Artifacts in a Project-Based Scrum-Variant Course","authors":"Georgia M. Kapitsaki","doi":"10.1109/TE.2024.3397746","DOIUrl":"10.1109/TE.2024.3397746","url":null,"abstract":"Contribution: Reporting of students’ view on the use of preparatory sprint and virtual meetings, as well as on the workload effort in combination with coding artifacts in a Scrum-variant project-based course. Background: Scrum has been adopted to a large extent in Software Engineering (SE) courses. Relevant aspects have been examined in the literature, such as the overall course experience from the side of the instructors and the students, the challenges of adapting Scrum for the classroom and training on specific roles. Intended Outcomes: To design a course that allows students to come in contact with developing projects from the industry as would be performed in a company context using Scrum. The main aim was to document aspects of the students’ experience in this context (e.g., workload view in the framework of the team), which—together with the use of objective data, i.e., development artifacts—can assist in understanding students better. Application Design: Drawing upon the previous teaching experience, a Scrum-variant in a project-based SE course was designed, examining how students perceive it in relation to the following aspects: Scrum adaptations in the classroom, workload in the team. How these compare with the actual development work performed by students is also investigated. Findings: The results from two consecutive years of teaching the course (2020 and 2021), applying quantitative analysis on the data, show that students need some time to become productive and estimate user stories correctly but are aware of their development effort within the team.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2024-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141188314","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this article, student video visualization profiles are analyzed with two objectives: 1) to identify difficult sections in videos and 2) to predict student performance based on their video visualization profiles. For identifying critical sections in videos two novel indicators are proposed. The first one is designed to measure the complexity of the concept being described. The second proposal, identifies video sections that are more visually complex. For the first indicator, the average number of forward and backward passes are used. The higher the number of backward (forward) passes over a region, the more challenging (easy) the section is. For identifying sections with complex visuals, the number of pauses is recorded. Finally, the student performance prediction is carried out with the purpose of detecting the alignment between videos and their related questions. The results show that video visualization profiles are a good tool to identify video and question alignment.
{"title":"Video Visualization Profile Analysis in Online Courses","authors":"Gonzalo Martínez-Muñoz;Miguel Ángel Álvarez-Rodríguez;Estrella Pulido-Cañabate","doi":"10.1109/TE.2024.3396296","DOIUrl":"10.1109/TE.2024.3396296","url":null,"abstract":"In this article, student video visualization profiles are analyzed with two objectives: 1) to identify difficult sections in videos and 2) to predict student performance based on their video visualization profiles. For identifying critical sections in videos two novel indicators are proposed. The first one is designed to measure the complexity of the concept being described. The second proposal, identifies video sections that are more visually complex. For the first indicator, the average number of forward and backward passes are used. The higher the number of backward (forward) passes over a region, the more challenging (easy) the section is. For identifying sections with complex visuals, the number of pauses is recorded. Finally, the student performance prediction is carried out with the purpose of detecting the alignment between videos and their related questions. The results show that video visualization profiles are a good tool to identify video and question alignment.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2024-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=10542108","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141188027","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article aims to present the design of a GUI application that serves as an educational and analytical tool. The GUI application is intended for educational purposes, allowing users to learn about the linear and renewable energy sources. This GUI has been designed to explain, teach, and implement maximum power point tracking (MPPT) techniques that enable maximum power extraction from photovoltaic (PV) panels. Contribution: This study introduces a novel educational tool designed to enhance the understanding of different MPPT methods among engineering students. The GUI tool was implemented and utilized throughout a semester in the course named power electronic applications in power systems, specifically aimed at postgraduate level students. Background: Engineering students often encounter challenges in grasping advanced concepts, such as MPPT techniques, which are crucial for optimizing the performance of PV systems. Traditional teaching methods may not fully address the learning needs of students in this complex subject area. Research Question: How does the use of a GUI-based educational tool for MPPT techniques impact the learning outcomes and attitudes of engineering students in a postgraduate course? Methodology: The effectiveness of the GUI was assessed by comparing the performance of students who used this tool with those from the previous year who did not. The study involved a semester-long deployment of the tool in the power electronic applications in power systems course, with participation from students specializing in renewable energy engineering. Findings: Preliminary findings suggest an improvement in the performance of students using the PV-MPPT Lab compared to those from the previous year. The study also indicates positive student attitudes toward the GUI tool, highlighting its potential as an effective learning aid in engineering education.
{"title":"PV-MPPT Lab: A GUI-Based Education Tool for MPPT Techniques","authors":"Korhan Kayisli;Ruhi Zafer Caglayan;Ilhami Colak","doi":"10.1109/TE.2024.3373891","DOIUrl":"10.1109/TE.2024.3373891","url":null,"abstract":"This article aims to present the design of a GUI application that serves as an educational and analytical tool. The GUI application is intended for educational purposes, allowing users to learn about the linear and renewable energy sources. This GUI has been designed to explain, teach, and implement maximum power point tracking (MPPT) techniques that enable maximum power extraction from photovoltaic (PV) panels. Contribution: This study introduces a novel educational tool designed to enhance the understanding of different MPPT methods among engineering students. The GUI tool was implemented and utilized throughout a semester in the course named power electronic applications in power systems, specifically aimed at postgraduate level students. Background: Engineering students often encounter challenges in grasping advanced concepts, such as MPPT techniques, which are crucial for optimizing the performance of PV systems. Traditional teaching methods may not fully address the learning needs of students in this complex subject area. Research Question: How does the use of a GUI-based educational tool for MPPT techniques impact the learning outcomes and attitudes of engineering students in a postgraduate course? Methodology: The effectiveness of the GUI was assessed by comparing the performance of students who used this tool with those from the previous year who did not. The study involved a semester-long deployment of the tool in the power electronic applications in power systems course, with participation from students specializing in renewable energy engineering. Findings: Preliminary findings suggest an improvement in the performance of students using the PV-MPPT Lab compared to those from the previous year. The study also indicates positive student attitudes toward the GUI tool, highlighting its potential as an effective learning aid in engineering education.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140312131","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Contribution: This article presents a Mars Exploration Control Virtual Simulation Experiment Platform (MEC-vslab), which aims to address the current challenge of limited integration between control engineering education and engineering practice. MEC-vslab is oriented toward the practical needs of Mars exploration engineering. It offers unparalleled advantages by transcending temporal and spatial restrictions and has been applied to several basic control engineering curriculums.Background: Owing to the limited applicability of conventional control engineering education in practical engineering, students encounter difficulties in connecting theoretical knowledge with real-world application scenarios. Due to the impact of environmental complexity and conditional limitations, teaching laboratories cannot realistically reproduce aerospace engineering application environments and problems, making it difficult to develop students’ ability to solve unknown engineering problems.Intended Outcomes: MEC-vslab facilitates students in acquiring comprehensive control knowledge, encompassing Mars rovers and drones’ dynamics modeling, controller design, and parameter configuration for strongly coupled systems. By engaging with this virtual simulation platform, students develop a profound understanding of cutting-edge control engineering principles, augmenting their proficiency in employing control theory to address practical engineering challenges.Application Design: MEC-vslab as a part of the control-related theoretical curriculum, it encompasses three stages. By completing these stages in succession, students are able to apply their theoretical knowledge toward solving practical engineering problems in a virtual setting.Findings: The analysis based on positive student feedback as well as their learning behavior and questionnaire research that the MEC-vslab is an effective learning tool to integrate control engineering education with high-precision engineering practice needs.
{"title":"A Mars Exploration Control Virtual Simulation Experiment Platform for Engineering Practice in Control Engineering Education","authors":"Zeyu Wang;Yixin Liu;Lingling Wang;Li Fu","doi":"10.1109/TE.2024.3392332","DOIUrl":"10.1109/TE.2024.3392332","url":null,"abstract":"Contribution: This article presents a Mars Exploration Control Virtual Simulation Experiment Platform (MEC-vslab), which aims to address the current challenge of limited integration between control engineering education and engineering practice. MEC-vslab is oriented toward the practical needs of Mars exploration engineering. It offers unparalleled advantages by transcending temporal and spatial restrictions and has been applied to several basic control engineering curriculums.Background: Owing to the limited applicability of conventional control engineering education in practical engineering, students encounter difficulties in connecting theoretical knowledge with real-world application scenarios. Due to the impact of environmental complexity and conditional limitations, teaching laboratories cannot realistically reproduce aerospace engineering application environments and problems, making it difficult to develop students’ ability to solve unknown engineering problems.Intended Outcomes: MEC-vslab facilitates students in acquiring comprehensive control knowledge, encompassing Mars rovers and drones’ dynamics modeling, controller design, and parameter configuration for strongly coupled systems. By engaging with this virtual simulation platform, students develop a profound understanding of cutting-edge control engineering principles, augmenting their proficiency in employing control theory to address practical engineering challenges.Application Design: MEC-vslab as a part of the control-related theoretical curriculum, it encompasses three stages. By completing these stages in succession, students are able to apply their theoretical knowledge toward solving practical engineering problems in a virtual setting.Findings: The analysis based on positive student feedback as well as their learning behavior and questionnaire research that the MEC-vslab is an effective learning tool to integrate control engineering education with high-precision engineering practice needs.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2024-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141151603","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Yung Po Tsang;Carman Ka Man Lee;Chun Ho Wu;Yanlin Li
Contribution: This research explores the effectiveness of a proposed teaching strategy in blockchain education, finding that it enhances learning outcomes, cognitive well-being, and student engagement in tertiary education, ultimately resulting in a shallower learning curve for STEM knowledge.Background: In the context of Industry 4.0, blockchain technology has emerged as a key driver of transformation in data management and system automation across a range of industrial applications. Despite its significance, the intricate theories and concepts associated with blockchain often serve as a deterrent for novice learners, inhibiting their ability to appreciate the value of industrial blockchain. Consequently, there is a pressing need to develop interactive teaching content that alleviates the steep learning curve.Intended Outcomes: The teaching strategy for the gamification in blockchain education is proposed, which positively influence students’ cognitive well-being in terms of knowledge retention, cognitive curiosity, and heightened enjoyment.Application Design: Based on the experimental learning theory, the gamification of blockchain education, namely “BlockTrainHK”, is implemented in the experimental learning cycle. Therefore, the gamified learning in experimental learning (GEL) strategy is proposed to examine the effectiveness of concrete experience, reflective observation, abstract conceptualization and active experimentation by two case studies.Findings: The results of the two-year study on the gamified blockchain education are encouraging: test groups using the GEL strategy were better in the cognitive well-being, and students’ cognitive well-being is positively proportional to the level of individual technical knowledge and skills.
{"title":"Gamified Blockchain Education in Experiential Learning: An Analysis of Students’ Cognitive Well-Being","authors":"Yung Po Tsang;Carman Ka Man Lee;Chun Ho Wu;Yanlin Li","doi":"10.1109/TE.2024.3395617","DOIUrl":"10.1109/TE.2024.3395617","url":null,"abstract":"Contribution: This research explores the effectiveness of a proposed teaching strategy in blockchain education, finding that it enhances learning outcomes, cognitive well-being, and student engagement in tertiary education, ultimately resulting in a shallower learning curve for STEM knowledge.Background: In the context of Industry 4.0, blockchain technology has emerged as a key driver of transformation in data management and system automation across a range of industrial applications. Despite its significance, the intricate theories and concepts associated with blockchain often serve as a deterrent for novice learners, inhibiting their ability to appreciate the value of industrial blockchain. Consequently, there is a pressing need to develop interactive teaching content that alleviates the steep learning curve.Intended Outcomes: The teaching strategy for the gamification in blockchain education is proposed, which positively influence students’ cognitive well-being in terms of knowledge retention, cognitive curiosity, and heightened enjoyment.Application Design: Based on the experimental learning theory, the gamification of blockchain education, namely “BlockTrainHK”, is implemented in the experimental learning cycle. Therefore, the gamified learning in experimental learning (GEL) strategy is proposed to examine the effectiveness of concrete experience, reflective observation, abstract conceptualization and active experimentation by two case studies.Findings: The results of the two-year study on the gamified blockchain education are encouraging: test groups using the GEL strategy were better in the cognitive well-being, and students’ cognitive well-being is positively proportional to the level of individual technical knowledge and skills.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2024-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141151554","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Making Activities for the Competency Development of School-Age Children","authors":"Lee Cheng, Wing Yan Jasman Pang","doi":"10.1109/te.2024.3370109","DOIUrl":"https://doi.org/10.1109/te.2024.3370109","url":null,"abstract":"","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140171567","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Shaykhah Saeed M. Raffaa, Munassir Alhamami, Nor Liza Bt. Haji Ali
{"title":"Perspectives of English as a Medium of Instruction (EMI) Policy From Computer Instructors in Saudi Arabia","authors":"Shaykhah Saeed M. Raffaa, Munassir Alhamami, Nor Liza Bt. Haji Ali","doi":"10.1109/te.2024.3369328","DOIUrl":"https://doi.org/10.1109/te.2024.3369328","url":null,"abstract":"","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140172954","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Contribution: Visual maps that illustrate how mathematics, physics, and electrical engineering classes are connected to each other during the first two years of the electrical engineering curriculum were developed. Key terminology and differences in presentation between fields are discussed. Background: Experience has shown that engineering students struggle when they need to use an approach from their mathematics or physics courses in their first- or second-year engineering courses. In particular, students have difficulty making connections between what they learned in mathematics and physics and how it applies to engineering problems. Improving students’ ability to identify the connections between fields could increase student resilience in their engineering coursework. Research Questions: 1) Can visual representations of topic connections between fields across the entry-level engineering curriculum increase student’s motivation for learning topics in physics and mathematics and improve their problem solving ability? 2) Are there language barriers or other differences between fields that hinder student learning? Methodology: A multidisciplinary team of faculty members from mathematics, physics, and electrical engineering developed visual representations of the links between the core electrical engineering, physics, and mathematics concepts required to solve problems that students will see in their early electrical engineering coursework. Inconsistencies in terminology or notation were explored and documented. Findings: The developed visual aids, coined systematic approach to problem solving (SAPS) maps, describe a mechanism for linking concepts and skills across the technical courses in the first two years of the electrical engineering curriculum.
{"title":"Concept Maps Afford Connections From Mathematics and Physics to Electrical Engineering Courses","authors":"Carlotta Berry;Leanne Holder;Nicole Pfiester;Tracy Weyand","doi":"10.1109/TE.2024.3367603","DOIUrl":"10.1109/TE.2024.3367603","url":null,"abstract":"Contribution: Visual maps that illustrate how mathematics, physics, and electrical engineering classes are connected to each other during the first two years of the electrical engineering curriculum were developed. Key terminology and differences in presentation between fields are discussed. Background: Experience has shown that engineering students struggle when they need to use an approach from their mathematics or physics courses in their first- or second-year engineering courses. In particular, students have difficulty making connections between what they learned in mathematics and physics and how it applies to engineering problems. Improving students’ ability to identify the connections between fields could increase student resilience in their engineering coursework. Research Questions: 1) Can visual representations of topic connections between fields across the entry-level engineering curriculum increase student’s motivation for learning topics in physics and mathematics and improve their problem solving ability? 2) Are there language barriers or other differences between fields that hinder student learning? Methodology: A multidisciplinary team of faculty members from mathematics, physics, and electrical engineering developed visual representations of the links between the core electrical engineering, physics, and mathematics concepts required to solve problems that students will see in their early electrical engineering coursework. Inconsistencies in terminology or notation were explored and documented. Findings: The developed visual aids, coined systematic approach to problem solving (SAPS) maps, describe a mechanism for linking concepts and skills across the technical courses in the first two years of the electrical engineering curriculum.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2024-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140106862","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This two-phase mixed methodology study, relevant to STEM educational stakeholders and researchers in emergency remote teaching (ERT) and ICT for education, explored college students’ and graduates’ attitudes and usage patterns of educational ICT in the U.S. and Japan and identified affordances of the technology for both text and audio-based activities of various lengths. The research was divided into two phases, with the first a qualitative analysis utilizing a questionnaire and coding, which informed the second phase, a quantitative analysis of device and activity associations utilizing $k$ -means analysis. The findings suggest that these participants have a sophisticated understanding of their personal digital ecosystems and practice a form of dynamic “affordance switching” that matches devices to activities. This is reassuring when considering the need for a sudden move to off-site teaching necessitated by an ERT. The $k$ -means analysis identified three main devices out of six commonly used devices and associated those three with specific task characteristics. The Laptop PC was the most universally associated device, followed by the smartphone and traditional paper-based nondigital devices. These findings can inform administrators seeking to supply devices to students during ERT on a limited budget.
{"title":"Reducing the Impact of Emergency Remote Teaching Through an Understanding of Personal Digital Ecosystems","authors":"Peter Ilic","doi":"10.1109/TE.2024.3368047","DOIUrl":"10.1109/TE.2024.3368047","url":null,"abstract":"This two-phase mixed methodology study, relevant to STEM educational stakeholders and researchers in emergency remote teaching (ERT) and ICT for education, explored college students’ and graduates’ attitudes and usage patterns of educational ICT in the U.S. and Japan and identified affordances of the technology for both text and audio-based activities of various lengths. The research was divided into two phases, with the first a qualitative analysis utilizing a questionnaire and coding, which informed the second phase, a quantitative analysis of device and activity associations utilizing \u0000<inline-formula> <tex-math>$k$ </tex-math></inline-formula>\u0000-means analysis. The findings suggest that these participants have a sophisticated understanding of their personal digital ecosystems and practice a form of dynamic “affordance switching” that matches devices to activities. This is reassuring when considering the need for a sudden move to off-site teaching necessitated by an ERT. The \u0000<inline-formula> <tex-math>$k$ </tex-math></inline-formula>\u0000-means analysis identified three main devices out of six commonly used devices and associated those three with specific task characteristics. The Laptop PC was the most universally associated device, followed by the smartphone and traditional paper-based nondigital devices. These findings can inform administrators seeking to supply devices to students during ERT on a limited budget.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=10466595","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140106864","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Rocio Ramos-Rodriguez;Maria Calle;Garis Coronell;John E. Candelo Becerra
Contribution: Team-based learning (TBL) with a transdisciplinary (TD) approach is applied in one introductory programming course with different cohorts. The approach reduces the failure rate in the course. In addition, the approach helped students understand the application of programming to different engineering professional areas. Background: Programming courses in engineering develop abilities required for professional practice, such as applying concepts to solve complex problems using critical thinking analysis. However, a considerable body of research shows that these courses have significant failure rates because students perceive a high complexity in the topics. Different studies show the effectiveness of using active learning methods such as TBL to improve student performance and perception of the course. Nonetheless, there are few studies regarding active learning with TD in programming courses. Intended Outcomes: The use of TBL with a TD approach can improve student performance through teamwork and discussions including different perspectives. Application Design: The method creates teams of students from different programs and assigns real-life problems related to diverse engineering disciplines. Findings: TBL with TD allows for improving student performance and decreases failure rates. Additionally, a survey shows that students favor the methodology and are committed to developing different activities that integrate several areas of knowledge. Furthermore, the method allows students to visualize the usefulness of the course concepts in their professional field. The students also favor the dynamics of the class and the teamwork.
{"title":"Transdisciplinarity and Team-Based Learning: Strategies for an Introductory Programming Course","authors":"Rocio Ramos-Rodriguez;Maria Calle;Garis Coronell;John E. Candelo Becerra","doi":"10.1109/TE.2024.3367617","DOIUrl":"10.1109/TE.2024.3367617","url":null,"abstract":"Contribution: Team-based learning (TBL) with a transdisciplinary (TD) approach is applied in one introductory programming course with different cohorts. The approach reduces the failure rate in the course. In addition, the approach helped students understand the application of programming to different engineering professional areas. Background: Programming courses in engineering develop abilities required for professional practice, such as applying concepts to solve complex problems using critical thinking analysis. However, a considerable body of research shows that these courses have significant failure rates because students perceive a high complexity in the topics. Different studies show the effectiveness of using active learning methods such as TBL to improve student performance and perception of the course. Nonetheless, there are few studies regarding active learning with TD in programming courses. Intended Outcomes: The use of TBL with a TD approach can improve student performance through teamwork and discussions including different perspectives. Application Design: The method creates teams of students from different programs and assigns real-life problems related to diverse engineering disciplines. Findings: TBL with TD allows for improving student performance and decreases failure rates. Additionally, a survey shows that students favor the methodology and are committed to developing different activities that integrate several areas of knowledge. Furthermore, the method allows students to visualize the usefulness of the course concepts in their professional field. The students also favor the dynamics of the class and the teamwork.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140075377","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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