scholarly journals Teaching Physics for Computer Science Students in Higher Education During the COVID-19 Pandemic: A Fully Internet-Supported Course

2021 ◽  
Vol 13 (2) ◽  
pp. 35
Author(s):  
Francisco Delgado
Keyword(s):  
Higher Education ◽  
Computer Science ◽  
Statistical Tests ◽  
Digital Learning ◽  
Science Students ◽  
Course Content ◽  
Digital Strategy ◽  
Face To Face Learning ◽  
Physics Course ◽  
Digital Delivery

The COVID-19 pandemic has modified and diversified the ways that students receive education. During confinements, complex courses integrating previous knowledge must be carefully designed and implemented to effectively replace the elements present in face-to-face learning to improve the students’ experience. This work assesses the implementation of a digital-learning physics course for computer science students in a skill-based education program in higher education. The assessment was useful for the institution to evaluate if the digital strategy implemented in the course fulfilled the original premises and objectives. The analyses performed provide useful knowledge of theoretical and operational actions applied in this methodology that could be adapted to similar courses for the younger generations in this university. COVID-19 confinement will continue in Mexico in 2021. This assessment resulted in a positive evaluation of the digital strategy being followed, which can be continued while the contingency lasts. Three teachers came together to design math, physics, and computational sciences content for various sections of a physics course. The analysis was developed and implemented according to an institutional digital delivery model for the COVID-19 pandemic. Elements related to attendance, digital access, performance distribution by gender, activity types, and the course learning sections were considered. The analysis was performed with some techniques found in the literature for small groups, complemented when necessary by standard statistical tests to discern meaningful trends. A primary goal was to assess skill-based learning in the course delivered digitally due to the COVID-19 confinement. Furthermore, additional issues concerning the learning dynamics were searched, reported, and analyzed. Finally, the outcomes of an institutional exit survey collecting students’ opinions supported certain observed behaviors. The analysis produced meaningful evidence that the course’s skill-based development was well supported by the digital delivery during the confinement. Furthermore, differences in the students’ performances in the various course content sections proved statistically significant and are discussed in this work.

scholarly journals Digital Content Delivery in Higher Education: Expanded Mechanisms for Subordinating the Professoriate and Academic Precariat

2014 ◽  
Vol 21 ◽  
pp. 57-63
Author(s):  
Wilhelm Peekhaus
Keyword(s):  
Higher Education ◽  
Content Delivery ◽  
Digital Content ◽  
Course Content ◽  
Privileged Position ◽  
Academic Labor ◽  
Digital Delivery

This paper suggests that the latest digital mechanisms for delivering higher education course content are yet another step in subordinating academic labor. The two main digital delivery mechanisms discussed in the paper are MOOCs and flexible option degrees. The paper advances the argument that, despite a relatively privileged position vis-à-vis other workers, academic cognitive laborers are caught up within and subject to some of the constraining and exploitative practices of capitalist accumulation processes. This capture within capitalist circuits of accumulation threatens to increase in velocity and scale through digital delivery mechanisms such as MOOCs and flexible option programs/degrees.

scholarly journals The Flipped Classroom and Higher Education - Experiences with Computer Science Students

2019 ◽  
Vol 6 (10) ◽  
pp. 13-18 ◽  
Author(s):  
Sergio Francisco Sargo Ferreira Lopes ◽  
Luís Manuel Borges Gouveia ◽  
Pedro Alexandre da Cunha Reis
Keyword(s):  
Higher Education ◽  
Computer Science ◽  
Flipped Classroom ◽  
Science Students ◽  
Higher Education Experiences

scholarly journals A Pilot Study on Developing Newsgames in Collaboration between Journalism and Computer Science Students

2019 ◽  
Vol 40 (2) ◽  
pp. 143-155 ◽  
Author(s):  
Marko Siitonen ◽  
Panu Uotila ◽  
Turo Uskali ◽  
Jukka Varsaluoma ◽  
Tanja Välisalo
Keyword(s):  
Higher Education ◽  
Pilot Study ◽  
Computer Science ◽  
Learning Opportunities ◽  
Project Based Learning ◽  
Student Feedback ◽  
Journalism Education ◽  
Science Students ◽  
Media Companies ◽  
New Learning

Abstract Producing digital and interactive journalistic products offers unique and important new learning opportunities for journalism education. This study analysed the experiences of two pilot courses on so-called ‘newsgames’ in a Finnish university in 2015 and 2017. The data consisted of the newsgames and other materials produced by the students, student feedback concerning the course and observations of teachers throughout the project. Our analysis demonstrates how producing newsgames in the context of higher education may foster project-based learning experiences, something that has been relatively rare in traditional journalism education. Collaboration with media companies also offered valuable feedback for the students throughout the course and provided them with an opportunity to practice selling their expertise. The study highlights how interdisciplinary and project-based cooperation may benefit journalism education.

Techniques for Retaining Computer Science Students at Historical Black Colleges and Universities

2016 ◽  
pp. 251-268
Author(s):  
Shearon Brown ◽  
Xiaohong Yuan
Keyword(s):  
Higher Education ◽  
African American ◽  
Computer Science ◽  
Historically Black ◽  
The United States ◽  
Black Colleges ◽  
Colleges And Universities ◽  
Historically Black Colleges ◽  
Science Students ◽  
Black Colleges And Universities

Computing jobs are among the fastest growing areas of employment in the United States. However, there is a critical shortage of students majoring in computing. Institutions of higher education are not producing enough computing graduates to keep up with the growing demand. A contributing factor to the shortage of graduates in computing is the lack of African Americans completing computer science degrees. To change this trend, it is imperative to increase the number of African American receiving computer science degrees and who are well prepared for careers in computing. This chapter discusses effective techniques for retaining African American computer science majors at Historically Black Colleges and Universities.

scholarly journals Pedagogical problems encountered by teachers of English to Computer Science students in the Indonesian context

2020 ◽  
Vol 5 (1) ◽  
pp. 1
Author(s):  
Fransisca Endang Lestariningsih ◽  
Suwarsih Madya ◽  
Joko Nurkamto
Keyword(s):  
Higher Education ◽  
Computer Science ◽  
Language Teaching ◽  
Private Universities ◽  
Technological Innovations ◽  
Science Students ◽  
Education Students ◽  
Language Teacher ◽  
Design Based Research ◽  
Agents Of Change

Many factors are required in order to increase the skills of English of higher education students, specifically computer science students. Of the factors, teachers play a very important role since they are the agents of change in the classrooms; not to neglect that the students are also the agents of their own changes. Using Brown’s 12 pedagogical characteristics of a good language teacher as its theory, this is a report of the first step of design-based research, practical problems encountered by teachers of English to computer science students conducted at two private universities in Indonesia. Among the 12 characteristics, knowledge of approaches to language teaching seems to be the biggest challenge that came upon the teachers. The findings of this step will subsequently be used as the bases to go further to the second cycle of design-based research, which is the development of solutions informed by existing design principles and technological innovations.

scholarly journals Predictors of perceived importance and acceptance of digital delivery modes in higher education

2014 ◽  
Vol 22 ◽  
Author(s):  
Anne Mertens ◽  
Joachim Stöter ◽  
Olaf Zawacki-Richter
Keyword(s):  
Higher Education ◽  
Individual Performance ◽  
Learning Technology ◽  
Digital Learning ◽  
Student Survey ◽  
Perceived Importance ◽  
E Learning ◽  
Using Data ◽  
Acceptance Model ◽  
Digital Delivery

Teaching and assessment in higher education institutions are increasingly supported by digital tools and services. Students, however, perceive and value the importance of such e-learning offerings in very diverse ways. The goal of this article is to examine which predictors significantly influence students’ perceptions of the value of digital learning formats. Based on Küpper's acceptance model, we generate hypotheses that are subsequently tested using data from a German student survey. The results show that individual-related characteristics, especially motivation and orientation patterns of students, have a high impact on the perceived importance of digital learning formats. Our analyses indicate that besides individual performance and motivation, the practical orientation of a student is also a key predictor for a high rating of the importance of digital learning formats. An analysis of characteristics regarding the field of study shows that students who major in economic sciences, especially those who frequently work with digital learning formats in their classes, find them significantly more important than students who major in social science. Regarding innovation-based characteristics, students who express a need for flexible course offerings rate the use of digital learning formats as particularly important. The discussion provides an evaluation of the results of the student study based on the hypotheses and presents further implications.Keywords: digital learning formats; online learning; online learner characteristics; motivation; perceived benefit(Published: 15 April 2014)Citation: Research in Learning Technology 2014, 22: 23342 - http://dx.doi.org/10.3402/rlt.v22.23342

The impact of demographic factors on selected aspects of e-learning in higher education

2017 ◽  
Vol 34 (2) ◽  
pp. 114-121 ◽  
Author(s):  
Aleksander Aristovnik ◽  
Nina Tomazevic ◽  
Damijana Kerzic ◽  
Lan Umek
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Statistical Tests ◽  
Main Task ◽  
Content Type ◽  
E Learning ◽  
Face To Face Learning ◽  
Students Attitudes ◽  
The Impact ◽  
Faculty Management

Purpose In higher education, a combination of traditional face-to-face learning and e-learning is becoming very popular. During their studies, students are enroled in several e-courses. They perceive various aspects of e-courses and show different responses when using teaching materials and learning in an e-course. The purpose of this paper is to measure such aspects from the students’ perspective and explore the differences among various subgroups of students. Design/methodology/approach In the survey, students expressed their opinions on 13 different aspects (a seven-level scale) of the e-courses in which they were enroled. In addition, the influence of some demographic characteristics was analysed. The authors used statistical tests (t-test and ANOVA) to compare the means among the analysed subgroups. Findings The empirical results reveal some differences among the subgroups of students. Students’ attitudes to blended learning increase significantly by year of study and decrease according to the amount of other non-study activities. Simplicity of finding materials in an e-course is the factor where male and female students differ significantly. This finding serves as a guideline for faculty management concerned with how to adjust blended learning to fulfil the various expectations of different student subgroups. Originality/value This paper’s insights will be of value to individuals and institutions engaged in the e-learning process in higher education. In particular, the results will be helpful to the faculty management and teachers with the main task to increase the engagement of particular groups of students regarding the work in e-courses.

scholarly journals Sustaining a Culture of Excellence: Massive Open Online Course (MOOC) on Land Management

2019 ◽  
Vol 11 (12) ◽  
pp. 3280 ◽  
Author(s):  
Cheonjae Lee ◽  
Walter Timo de Vries
Keyword(s):  
Higher Education ◽  
International Development ◽  
Land Management ◽  
Learning Technologies ◽  
Digital Learning ◽  
Work Processes ◽  
Massive Open Online ◽  
Course Content ◽  
Management Domain ◽  
International Development Studies

Increasing globalization and the emergence of disruptive learning technologies have derived a pedagogical paradigm shift from the conventional on-campus higher education to the digital and online higher education. Massive open online courses (MOOCs), especially, are the most notable manifestation of educational transformation. We developed a MOOC entitled Introduction to Land Management (ILMx MOOC) for potential entrants to the land management domain, or for those who simply want to become aware of land-related challenges and brought together with thousands of participants worldwide with freely accessible course content and rooms for open discussion. Our experience with ILMx MOOC has accumulated new knowledge and insight across a broad range of questioning on how to design and develop alternative courseware and teach using digital learning technologies in land management. This paper examines an account of emerging patterns of demographics, geography, and course engagement throughout the ILMx MOOC. We found that the subject of land management in digital higher education affects gender gaps in enrolments. We also assume that the topic of land management has been globally recognized as an important nexus to guide professionals in international development studies and practices as well as sustainability research. However, new behavioral patterns of learners were also observed. They participated in the learning process very enthusiastically only during the first month of the course and this seems to be due to lack of motivation and interest to induce learners efficiently into the learning content. We believe that the culture of excellence in land management needs to be accompanied by engaged excellence and new forms of educational culture and work processes. This means that the high-quality and rigorous knowledge we produce and accumulate is coupled closely with new styles of educational development and delivery, new types of resources and hardware, and extensive engagement with countries, localities, people, and practices of those who handle land matters.

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