Engaging Engineering Students in Geoscience Through Case Studies and Active Learning

2017 ◽  
Vol 65 (3) ◽  
pp. 240-249 ◽  
Author(s):  
Elizabeth A. Holley
Keyword(s):  
Active Learning ◽  
Case Studies ◽  
Engineering Students

scholarly journals Student Perspective on Technology Enabled/Enhanced Active Learning in Educational: Rasch Measurement Model

2020 ◽  
Vol 16 (06) ◽  
pp. 34
Author(s):  
Nur Farha Hassan ◽  
Saifullizam Puteh ◽  
Amanina Muhamad Sanusi ◽  
Nor Hartini Che Mohamad Zahid
Keyword(s):  
Pilot Study ◽  
Active Learning ◽  
Engineering Students ◽  
Industrial Revolution ◽  
Measurement Model ◽  
Rasch Measurement ◽  
Technology In Education ◽  
Validity And Reliability ◽  
Survey Question ◽  
Rasch Measurement Model

Nowadays, the industrial revolution 4.0 had given a great impact on education. An active environment which applied technology in education can developed multiple skills in students. Technology Enabled/Enhanced Active Learning (TEAL) is one of the active environments that used technology in education. TEAL is the combination of several active learning domains which enhances students' understanding of learning and built job-related skills. However, students have lack of knowledge in their field which led to increase in unemployment of students. Hence, TEAL can help students in perform their practical works to develop knowledge and skills in students. This pilot study was distributed survey question about create an active and effective environment using TEAL application among the engineering students. The survey is consisted of 141 items and was distributed to 40 respondents. This pilot study used Rasch Measurement Model for measuring the validity and reliability of survey questions. Winsteps software is used to check the functionality of the item in terms of (i) Reliability and separation of respondents - items; (ii) detect the polarity items of PTMEA CORR Value; (iii) the item fit based on MNSQ Value; and (iv) Determine the dependent items based on the standardized residual value measurement correlation. The final result 109 items is suitable to use for measurement of the real study in future work.

STUDENT CONCERNS FOR ENGAGEMENT IN ONLINE ACTIVE LEARNING ENVIRONMENTS DURING COVID-19

2021 ◽  
Author(s):  
B. Memarian ◽  
S. Zuluaga ◽  
M. Stickel
Keyword(s):  
Active Learning ◽  
Learning Environments ◽  
Thematic Analysis ◽  
Engineering Students ◽  
Student Response ◽  
First Year ◽  
Positive Feeling ◽  
Learning Techniques ◽  
Neutral Tone

This paper shares a summary of the self-reported concerns of 134 first-year engineering students around engagement in online active learning environments during COVID-19. The students had volunteered to participate in remote weekly problem-solving workshops for four weeks that utilized Active Learning techniques. In this paper, we specifically analyze samples from the students who participated in only one workshop and responded to the following question: What concerns do you have that might limit your ability to engage in online active learning environments? Twenty of the participants reported no concerns. The tone of each student's response and personal feelings reported were also analyzed. Then, a thematic analysis of each student response was made, with the transcription and coding agreement being performed by two coders. As expected, most of the students expressed their concerns in a negative or neutral tone, and only a few expressed an affinity for current educational settings. Word mining of feeling terms shows that more students had verbalized being disengaged, followed by distracted and uncomfortable and none communicated a positive feeling. Our thematic analysis showed that learning socially (72/114, or 63%) is the most pressing concern for the students, followed by more personal regulating factors such as attitude and motivation (44%), quality of physical and virtual study environment (40%), as well as the guidance received from the course administrators (24%). Findings suggest the need for developing a global understanding of what active learning in an online environment entails in the context of engineering education, and to develop and adjust tools and practices to help students learn in this new context.

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.

scholarly journals A New Educational Thermodynamic Software to Promote Critical Thinking in Youth Engineering Students

2019 ◽  
Vol 12 (1) ◽  
pp. 110 ◽  
Author(s):  
Miguel Romero Di Biasi ◽  
Guillermo Eliecer Valencia ◽  
Luis Guillermo Obregon
Keyword(s):  
Critical Thinking ◽  
Case Studies ◽  
User Interfaces ◽  
Cognitive Skills ◽  
Engineering Students ◽  
Graphical User Interfaces ◽  
P Value ◽  
Before And After ◽  
Level Of Significance

This article presents the application of a new educational thermodynamic software called MOLECULARDISORDER, based on graphical user interfaces created in Matlab® to promote critical thinking in youth engineering students, by means of the energy and entropy balance application in different systems. Statistics of the results obtained by the youth students are shown to determine the influence of the software in a regular course in thermodynamics to promote critical thinking. Two case studies were done by the students, where parameters such as temperature of the fluid and metal surfaces, pressure of the system, mass of the fluid and solid, volume, and velocity of the fluid are used to obtain output variables such as enthalpy, entropy, changes in entropy, entropy production, and energy transfer in the chosen system. Four cognitive skills were considered to evaluate the cognitive competencies of interpreting, arguing and proposing, and interacting with the different graphical user interfaces; these cognitive skills (CS) were argumentative claim (CS1), modeling (CS2), interpreting data/information (CS3), and organization (CS4). Student´s T-test was used to compare the degree of difficulty of each criterion. The case studies were evaluated first without using the software and then with the use of the software to determine the significant effect of the software quantitatively. A population of 130 youth students was taken to perform the statistical analysis with a level of significance of 5%. With the help of the software, the students obtained an improvement when performing case study 1 since the p-value obtained was 0.03, indicating that there are significant differences between the results before and after taking the software. The overall averages of the grades for case study 1 had an increase after using the software from 3.74 to 4.04. The overall averages for case study 2 were also higher after taking the software from 3.44 to 3.75.

Sign in / Sign up

Export Citation Format

Share Document