Survey about math activity of engineering students for improving e-learning

2021 ◽  
Author(s):  
I. N. Pirogova ◽  
O. V. Kulikova
Keyword(s):  
Engineering Students ◽  
E Learning ◽  
Math Activity

A Blended Course to Teach Graphical Programming Using LabVIEW

2014 ◽  
pp. 330-340
Author(s):  
Yücel Uğurlu
Keyword(s):  
Blended Learning ◽  
Engineering Students ◽  
Experimental Studies ◽  
Learning System ◽  
Self Assessment ◽  
Graphical Programming ◽  
Certification Test ◽  
E Learning ◽  
The Impact ◽  
Blended Course

In this chapter, the authors introduce a blended learning approach where LabVIEW, an e-learning environment, was integrated into a traditional graphical programming course for engineering students to teach advanced topics and to increase the programming skills of the students. In this course, the students were required to design projects using technology. The students designed small projects and frequently accessed the e-learning system to build real-world applications. The projects that students designed stimulated them to use the e-learning system. The impact of blended learning was evaluated on the basis of student surveys and certification test results. Experimental studies show that blended learning produced higher results in the students’ self-assessment and certification test.

A Blended Course to Teach Graphical Programming Using LabVIEW

2015 ◽  
pp. 299-310
Author(s):  
Yücel Uğurlu
Keyword(s):  
Blended Learning ◽  
Engineering Students ◽  
Experimental Studies ◽  
Learning System ◽  
Self Assessment ◽  
Graphical Programming ◽  
Certification Test ◽  
E Learning ◽  
The Impact ◽  
Blended Course

In this chapter, the authors introduce a blended learning approach where LabVIEW, an e-learning environment, was integrated into a traditional graphical programming course for engineering students to teach advanced topics and to increase the programming skills of the students. In this course, the students were required to design projects using technology. The students designed small projects and frequently accessed the e-learning system to build real-world applications. The projects that students designed stimulated them to use the e-learning system. The impact of blended learning was evaluated on the basis of student surveys and certification test results. Experimental studies show that blended learning produced higher results in the students' self-assessment and certification test.

Computer Assisted Active Learning System Development for The History of Civilization E-learning Courses by Using Free Open Source Software Platforms

2011 ◽  
pp. 203-221
Author(s):  
Dilek Karahoca ◽  
Adem Karahoca ◽  
Ilker Yengin ◽  
Huseyin Uzunboylu
Keyword(s):  
Active Learning ◽  
Open Source ◽  
Open Source Software ◽  
Engineering Students ◽  
Learning System ◽  
Computer Assisted ◽  
Engineering Faculty ◽  
Implementation Purpose ◽  
History Of ◽  
E Learning

This chapter explains the developmental reasons and design to implementation cycles of the Computer Assisted Active Learning System (CALS) for History of Civilization (HOC) courses at Engineering Faculty of Bahcesehir University. Implementation purpose of CALS is to develop set of tools in a systematic way to enhance students’ critical thinking abilities for HOC courses. Dynamic meta-cognitive maps, movies, flash cards and quiz tools were developed. In order to reduce implementation costs of CALS, open Free and Open Source Software (FOSS) standards and platforms were utilized in the development and implementation cycles. This study also investigates the importance of the e-learning platform usage in HOC courses in Engineering Faculty of Bahcesehir University to improve the level of students. Results indicate that the concept based meta-cognitive tool improves learning instead of students just memorizing the class material. Also, engineering students improved their positive attitude towards who wants to learn the history of civilization by using CALS. This study shows that software helps to change human behavior in the learning cycle. This chapter highlights the implications of successful development of FOSS for the CALS.

Improvement of Engineering Students Education by E-learning

2010 ◽  
pp. 150-163
Author(s):  
George. A. Sorial ◽  
Babak Noroozi
Keyword(s):  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Success Factors ◽  
Engineering Students ◽  
Essential Elements ◽  
Virtual Learning Environment ◽  
Distributed Structure ◽  
Meaningful Context ◽  
Information And Communication ◽  
E Learning

Traditional education for engineers has shifted towards new methods of teaching and learning through the proliferation of Information and Communication Technologies. The continuous advances in technology enable the realization of a more distributed structure of knowledge transfer. Virtual Learning Environment has become an increasingly ambiguous term in recent years because of essential elements facilitating a consistent environment for learners. It has the potential to position the learner within a meaningful context to a much greater extent than traditional interactive multimedia environments. The 3D environment acquaints students with features of different shapes and objects, and can be particularly useful in teaching younger students different procedures and mechanisms for carrying out specific tasks. This case explains the key issues and success factors regarding the e-Learning for engineering education especially in developing countries.

scholarly journals A Blended Learning Module in Statistics for Computer Science and Engineering Students Revisited

2017 ◽  
Vol 7 (4) ◽  
pp. 66
Author(s):  
Christina Andersson ◽  
Doina Logofatu
Keyword(s):  
Blended Learning ◽  
Computer Science ◽  
Engineering Students ◽  
Independent Learning ◽  
Basic Knowledge ◽  
Learning Module ◽  
Spare Time ◽  
E Learning ◽  
Learning Development ◽  
The University

Teaching a statistics course for undergraduate computer science students can be very challenging: As statistics teachers we are usually faced with problems ranging from a complete disinterest in the subject to lack of basic knowledge in mathematics and anxiety for failing the exam, since statistics has the reputation of having high failure rates. In our case, we additionally struggle with difficulties in the timing of the lectures as well as often occurring absence of the students due to spare-time jobs or a long traveling time to the university. This paper reveals how these issues can be addressed by the introduction of a blended learning module in statistics. In the following, we describe an e-learning development process used to implement time- and location-independent learning in statistics. The study focuses on a six-step-approach for developing the blended learning module. In addition, the teaching framework for the blended module is presented, including suggestions for increasing the interest in learning the course. Furthermore, the first experimental in-class usage, including evaluation of the students’ expectations, has been completed and the outcome is discussed.

Analyzing Convergence in e-Learning Resource Filtering Based on ACO Techniques: A Case Study With Telecommunication Engineering Students

2010 ◽  
Vol 53 (4) ◽  
pp. 542-546 ◽  
Author(s):  
Mario Munoz-Organero ◽  
Gustavo A. Ramirez ◽  
Pedro Muñoz Merino ◽  
Carlos Delgado Kloos
Keyword(s):  
Engineering Students ◽  
Learning Resource ◽  
E Learning

scholarly journals Developing student writing in science and engineering: the Write Reports in Science and Engineering (WRiSE) project

2012 ◽  
Author(s):  
Helen Drury ◽  
Pam Mort
Keyword(s):  
Student Learning ◽  
Engineering Students ◽  
Field Work ◽  
Student Writing ◽  
Design Development ◽  
Science And Engineering ◽  
Report Writing ◽  
E Learning ◽  
Writing In Science ◽  
Undergraduate Science

This paper reports on the design, development, implementation and evaluation of a discipline-specific online report writing resource for undergraduate science and engineering students, known as ‘Write Reports in Science and Engineering’ (WRiSE). WRiSE was developed by a cross-institutional and cross-discipline collaborative team made up of subject specialists, learning advisors and eLearning specialists. Its conceptual design is based on research and pedagogy in ‘Learning to Write’ and ‘Writing to Learn’. Genre analysis and genre pedagogy in the Sydney School tradition underpin the ‘Learning to Write’ resources. WRiSE contains nine modules from eight disciplines. Each module brings together resources to support student learning of both report writing and discipline content relevant to reporting experimental or field work. The site addresses student learning about the product of writing, namely the report genre, as well as the writing process. Evaluations post-project have shown that WRiSE users attained higher marks than non-users in their report assignments. Users also rated WRiSE highly for: developing understanding of the report writing requirements in their discipline; increasing awareness of strengths and weaknesses in their report writing; and, for deciding what changes to make to their report. WRiSE works best when integrated into the curriculum and when it is regularly promoted and demonstrated by lecturers, tutors and learning advisors.

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