Int. J. Eng. Pedagog.最新文献_第10页

Massive Open Online Courses Model with Self-directed Learning to Enhance Digital Literacy Skills 大规模开放在线课程模式与自主学习提高数字素养技能

Int. J. Eng. Pedagog. Pub Date : 2021-10-05 DOI: 10.3991/ijep.v11i5.22461

Pinanta Chatwattana

{"title":"Massive Open Online Courses Model with Self-directed Learning to Enhance Digital Literacy Skills","authors":"Pinanta Chatwattana","doi":"10.3991/ijep.v11i5.22461","DOIUrl":"https://doi.org/10.3991/ijep.v11i5.22461","url":null,"abstract":"The massive open online courses model with self-directed learning was developed by the researcher as a tool to promote learning out-side the classroom for the learners in digital age. The concept is based on the combination of new technologies and teaching methods with an attempt to create new ideas and innovations that can promote learning for the modern learners, and meanwhile can directly respond to their learning experiences. Thereby, the instructors are responsible for organizing the environment and creating teaching materials appropriate for the learners by making use of existing technology, which can lead to learning society in digital universities. In reference to the development of this research, the researcher has applied the new principles, the new concepts, the new theories and the new teaching \u0000innovations of the Era 4.0 in order to respond to and accommodate the cur-rent situations of learning in order that they can learn by their own any-where and anytime. The objectives of these learning styles are to encourage the learners to have self-learning experiences, skills, and capability to set up learning plans and evaluate their learning by themselves, with the aid of instructional activities to promote their learning and mutual interaction through the social networks.","PeriodicalId":170699,"journal":{"name":"Int. J. Eng. Pedagog.","volume":"75 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128810725","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}

引用次数: 4

Education of Future Green Engineers for Achieving Sustainable Development in Green Manufacturing Industry 面向绿色制造业可持续发展的未来绿色工程师教育

Int. J. Eng. Pedagog. Pub Date : 2021-10-05 DOI: 10.3991/ijep.v11i5.22165

V. A. Kirik, Shanyi Cheng, N. Vyunova, O. V. Galustyan, S. S. Gamisonija, Sofia Dmitrievna Galustyan

引用次数: 1

Student-Collaboration in Online Computer Science Courses - An Explorative Case Study 在线计算机科学课程中的学生合作-一个探索性案例研究

Int. J. Eng. Pedagog. Pub Date : 2021-10-05 DOI: 10.3991/ijep.v11i5.22413

Bernhard Standl, Thomas Kühn, Nadine Schlomske-Bodenstein

{"title":"Student-Collaboration in Online Computer Science Courses - An Explorative Case Study","authors":"Bernhard Standl, Thomas Kühn, Nadine Schlomske-Bodenstein","doi":"10.3991/ijep.v11i5.22413","DOIUrl":"https://doi.org/10.3991/ijep.v11i5.22413","url":null,"abstract":"As a result of the current Covid-19 pandemic, a shift in teaching and learning from face-to-face to video-based online instructional settings has also occurred in higher education. For online teaching, strategies are required to allow collaboration and interaction between learners, similar to face-to-face teaching. Therefore, it is essential to identify how students perceive group work in online classes in order to be able to draw relevant conclusions for the design of online classes. This paper examines the learning climate and the perceived key features of collaborative learning in two different computer science courses with (N = 9) pre-service-teachers in computer science and (N = 7) computer science majors which have taken place in the virtual gathering space gather.town. We chose this platform to provide a wide opportunity for interaction, especially during collaborative group work. Even though we can draw no conclusions that the possibility of interaction in gather.town platform had an impact on the learning atmosphere, results indicate that the learning atmosphere was perceived as similar to that in face-to-face courses. Furthermore, the results based on the qualitative content analysis indicate that students perceived a high activation as working better in online collaboration than in face-to-face settings.","PeriodicalId":170699,"journal":{"name":"Int. J. Eng. Pedagog.","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132309971","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}

引用次数: 6

The Effects of the Gamified Flipped Classroom Method on Petroleum Engineering Students' Pre-class Online Behavioural Engagement and Achievement 游戏化翻转课堂教学方法对石油工程专业学生课前在线行为参与与成绩的影响

Int. J. Eng. Pedagog. Pub Date : 2021-10-05 DOI: 10.3991/ijep.v11i5.21957

Gülsüm Asiksoy, S. Canbolat

{"title":"The Effects of the Gamified Flipped Classroom Method on Petroleum Engineering Students' Pre-class Online Behavioural Engagement and Achievement","authors":"Gülsüm Asiksoy, S. Canbolat","doi":"10.3991/ijep.v11i5.21957","DOIUrl":"https://doi.org/10.3991/ijep.v11i5.21957","url":null,"abstract":"The flipped learning is a widely-used teaching method that increases the interaction between the instructor and the students by changing the in-class instructional time and the out-of-class practices. In this method, if students come to the class without studying the pre-course materials, this might lead to failures in its application. Besides, the gamified flipped learning environment was obtained by integrating the gamification elements in the pre-class phase of the flipped learning. The effects of teaching in this environment on students’ online behaviors and achievements were investigated. The participants were fourth-year undergraduate petroleum and natural gas engineering students enrolled in a natural gas engineering course. A true-experimental design was used in the study. Data were collected from a natural gas concept test, weekly quizzes, and data logs from Moodle. The research results indicated that teaching in the gamified flipped learning method showed a significant increase in the students’ participation in the pre-class activities of the flipped learning compared to the control group. Moreover, there was a significant increase in the achievement levels of the experimental group as compared to the control group. Based on these findings, the use of gamification elements in the pre-class phase of the flipped learning method can have a positive effect on the pre-course online behavior engagements of students. Furthermore, it was determined that it has a positive effect on the achievements of students who completed the method.","PeriodicalId":170699,"journal":{"name":"Int. J. Eng. Pedagog.","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131114383","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}

引用次数: 6

Pedestrian Bridge Application in a Fundamentals of Structural Analysis Course Inside an Architecture Bachelor Program 人行天桥在建筑学士课程结构分析基础课程中的应用

Int. J. Eng. Pedagog. Pub Date : 2021-10-05 DOI: 10.3991/ijep.v11i5.20151

Maria Giulia Ballatore, F. Barpi, D. Crocker, A. Tabacco

引用次数: 0

Enriching Undergraduate Mathematics Curriculum with Computer Science Courses 用计算机科学课程充实本科数学课程

Int. J. Eng. Pedagog. Pub Date : 2021-10-05 DOI: 10.3991/ijep.v11i5.21701

Chia Hung Kao

引用次数: 1

Evaluation of Programme Outcomes Under the Psychomotor and Affective Domain for Diploma Civil Engineering Students Through Industrial Training: A Statistical Study from Employers' Perspective in Malaysia 通过工业培训对文凭土木工程学生的心理运动和情感领域的课程成果评估:马来西亚雇主角度的统计研究

Int. J. Eng. Pedagog. Pub Date : 2021-10-05 DOI: 10.3991/ijep.v11i5.22369

Noraida Mohd Saim, Noor Dina Mohd. Noor, Rohaya Alias, Siti Hawa Rosli

{"title":"Evaluation of Programme Outcomes Under the Psychomotor and Affective Domain for Diploma Civil Engineering Students Through Industrial Training: A Statistical Study from Employers' Perspective in Malaysia","authors":"Noraida Mohd Saim, Noor Dina Mohd. Noor, Rohaya Alias, Siti Hawa Rosli","doi":"10.3991/ijep.v11i5.22369","DOIUrl":"https://doi.org/10.3991/ijep.v11i5.22369","url":null,"abstract":"The psychomotor and affective are important domains in Programme Out-comes (PO) and are used to assess the achievement of learning objectives. The psychomotor domain refers to performing motor activities accurately, smoothly, and quickly. The affective components are those personality and behavioural characteristics which focuses on feelings, emotions, and attitudes. Through industrial training, students are exposed to engineering practices, the real civil engineering environments and the ethical and communication skill required. This paper identified the employer's perspective on the students’ attainment for psychomotor and affective domains while undergoing industrial training. There were 272 students are involved in this study that undergoing the Industrial Training in session II 2019/2020. The portion of marks from the industry evaluation for the psychomotor domain is 40% and for the af-fective domain is 10%. The marks were analyzed using descriptive statistical analysis to measure student’s performance. The Pearson correlation (r) was used to identify the relationship between each POs with related domain and the t-test analysis was completed to evaluate any significant difference be-tween the performance evaluation of male and female students. The result shows that most of the students were excellent in the psychomotor and affective domain. The r-value for each POs shows a moderately positive correlation. Therefore, the outcomes of this study can provide input to the faculty to improve the important elements of the psychomotor and affective domain to produce good quality of future civil engineering technical personnel.","PeriodicalId":170699,"journal":{"name":"Int. J. Eng. Pedagog.","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129980277","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}

引用次数: 2

Attitudes of Czech College Students Toward Digital Literacy and Their Technical Aids in Times of COVID-19 新冠肺炎疫情下捷克大学生对数字素养及其技术辅助的态度

Int. J. Eng. Pedagog. Pub Date : 2021-07-09 DOI: 10.3991/ijep.v11i4.20821

K. K. Krelová, Kateřina Berková, P. Krpálek, Andrea Kubisová

{"title":"Attitudes of Czech College Students Toward Digital Literacy and Their Technical Aids in Times of COVID-19","authors":"K. K. Krelová, Kateřina Berková, P. Krpálek, Andrea Kubisová","doi":"10.3991/ijep.v11i4.20821","DOIUrl":"https://doi.org/10.3991/ijep.v11i4.20821","url":null,"abstract":"At present, when the whole world is struggling with the Covid-19 pandemic, it is important to address both the issue of flexibility when educating the younger generation and the issue of further professional education, which contributes to the development of competences that are directly relevant to life and everyday activities in the 21st century. The common denominator of these competences is digital competence. It is the aspect of education that is of primary and crucial importance for digital literacy development. This re-search study aims at establishing the availability of digital media and atti-tudes towards one’s own technical aids and digital literacy among students of two higher education institutions in the Czech Republic. Empirical research involved 1233 college students. The set research hypotheses were tested with a questionnaire-based survey using the Likert scale. A cluster analysis was conducted in the SPSS program. In view of the ordinal nature of data, the nonparametric Mann–Whitney U test conducted at significance levels of 5% and 1% in SPSS was applied to test the dependence of competence self-assessment on the specialization of the higher education institutions/ study level/ study form. The research has unequivocally proven that digital literacy is influenced by education, in terms of the specific study programme special-ization, study level and study form.","PeriodicalId":170699,"journal":{"name":"Int. J. Eng. Pedagog.","volume":"2 7","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"113932514","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}

引用次数: 8

Peculiarities of Training Engineering Students with Disabilities 培养残疾工科学生的特点

Int. J. Eng. Pedagog. Pub Date : 2021-07-09 DOI: 10.3991/ijep.v11i4.21361

Yulia Gavrilova, Yulia Bogdanova, Raissa Orsayeva, Dustnazar Khimmataliev, Irina V. Rezanovich

{"title":"Peculiarities of Training Engineering Students with Disabilities","authors":"Yulia Gavrilova, Yulia Bogdanova, Raissa Orsayeva, Dustnazar Khimmataliev, Irina V. Rezanovich","doi":"10.3991/ijep.v11i4.21361","DOIUrl":"https://doi.org/10.3991/ijep.v11i4.21361","url":null,"abstract":"In this day and age, there are increasing discussions and calls for shifting towards inclusive education. In view of this, the present study intended to identify the most severe challenges disabled engineering students face according to their own view and find possible ways to solve them. For this particular aim, a survey of 555 students from five universities of Russia, Kazakhstan, and Uzbekistan was performed. These were the Bauman Moscow State Technical University, Northern Trans-Ural State Agricultural University, Sarsen Amanzholov East Kazakhstan State University, Tashkent Institute of Irrigation and Agricultural Mechanization Engineers, and South Ural State University. The survey was carried out in two stages. The first focused on identifying the main problems of disabled students (physical environment, staff skills and knowledge, theory-practice relationship, assessment peculiarities, and bias). The second intended to define the most critical of them (unadapted physical environment and reduced abilities to apply theoretical knowledge in practice). To resolve these issues, the authors propose the following recommendations to be adopted. These include adapted laboratories and equipment; programs that allow performing practical tasks; engineering tutors able to assist in performing practical tasks; an adapted assessment system with reference to health condition; psychological support to integrate disabled students into an inclusive team and eliminate prejudices. The obtained research findings can be used by other universities to promote a comprehensive integration of students with special needs into the educational process.","PeriodicalId":170699,"journal":{"name":"Int. J. Eng. Pedagog.","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130282818","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}

引用次数: 1

The Immersive Workbench for Engineering Educators: (Re)Thinking Collaborative and Distance Learning Platforms as Technological Enablers 工程教育工作者的沉浸式工作平台:(重新思考)作为技术推动者的协作和远程学习平台

Int. J. Eng. Pedagog. Pub Date : 2021-07-09 DOI: 10.3991/ijep.v11i4.25297

M. Zappatore

引用次数: 1