Int. J. Eng. Pedagog.最新文献_第6页

Systemic Analysis of the Use of Technological Tools in the University Learning Process 大学学习过程中技术工具使用的系统分析

Int. J. Eng. Pedagog. Pub Date : 2022-07-26 DOI: 10.3991/ijep.v12i4.30833

Nicol Mozombite-Jayo, Franco Manrique-Jaime, Sebastian Castillo-Lozada, Claudia Romero-Andrade, Margarita Giraldo-Retuerto, Alexi Delgado, L. Andrade-Arenas

{"title":"Systemic Analysis of the Use of Technological Tools in the University Learning Process","authors":"Nicol Mozombite-Jayo, Franco Manrique-Jaime, Sebastian Castillo-Lozada, Claudia Romero-Andrade, Margarita Giraldo-Retuerto, Alexi Delgado, L. Andrade-Arenas","doi":"10.3991/ijep.v12i4.30833","DOIUrl":"https://doi.org/10.3991/ijep.v12i4.30833","url":null,"abstract":"El artículo de investigación realizó entrevistas para obtener información desde diferentes perspectivas de los actores, tales como estudiantes, docentes, entre otros. De esta manera, analizar la problemática del uso de herramientas tecnológicas en una universidad de Lima Perú. Esto se hizo con la categoría de información donde se ubicaron las actividades confirmadas y validadas. Como resultado, se utilizó la cruz de Malta para ubicar en sus cuatro cuadrantes las actividades seleccionadas, la entrada, la salida de la categoría de información y el procedimiento de los procesos de información. El objetivo del trabajo es analizar a profundidad la problemática del uso de herramientas tecnológicas en la educación superior en el Perú bajo el enfoque sistémico. Se realizó un análisis sistemático utilizando la metodología híbrida de sistemas blandos y la metodología de Wilson. La investigación tiene un enfoque cualitativo y un alcance descriptivo. El resultado obtenido de la categoría de información y la cruz de Malta es que docentes y estudiantes desarrollaron sus competencias digitales en el uso de herramientas tecnológicas para mejorar el proceso de enseñanza-aprendizaje luego de realizar capacitaciones. Este aporte benefició a la comunidad universitaria objeto de estudio.","PeriodicalId":170699,"journal":{"name":"Int. J. Eng. Pedagog.","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123511472","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: 3

Visualizing Groundwater Dispersion: Laboratory Exercise on Dispersivity with Hands-on and Online Students 可视化地下水弥散:与动手和在线学生一起进行的关于弥散性的实验室练习

Int. J. Eng. Pedagog. Pub Date : 2022-07-26 DOI: 10.3991/ijep.v12i4.29275

S. Korom

引用次数: 0

Perceptions of Teaching Staff About the Online Learning in Engineering During SARS CoV Pandemic SARS冠状病毒大流行期间教学人员对工科在线学习的看法

Int. J. Eng. Pedagog. Pub Date : 2022-05-31 DOI: 10.3991/ijep.v12i3.27043

D. Gormaz-Lobos, C. Galarce-Miranda, Steffen Kersten, H. Hortsch

{"title":"Perceptions of Teaching Staff About the Online Learning in Engineering During SARS CoV Pandemic","authors":"D. Gormaz-Lobos, C. Galarce-Miranda, Steffen Kersten, H. Hortsch","doi":"10.3991/ijep.v12i3.27043","DOIUrl":"https://doi.org/10.3991/ijep.v12i3.27043","url":null,"abstract":"The general objective of the present research is to know the perceptions and eval-uations that academic teaching staff from a engineering faculty have about the emergency online teaching-learning process that occurred in the context of the SARS CoV pandemic. Based on several previous works related to online learning (OL) and recently in the literature on emergency online learning (EOL), an in-strument (questionnaire) was developed and implemented with the participation of 126 teachers from a Chilean university. The research is quantitative-descriptive and had the following specific objectives: (1) To know about the disposition (readiness) of the teaching staff towards the EOL, (2) To know about the their in-teractions with others during EOL, (3) To characterize the use of different Self-management skills during EOL, (4) To characterize the interaction with LMS and ICTs., and (5) To know about the available resources for EOL. In general, the re-sults show that teaching staff show mastery in aspects related to self-management of learning, but a low level of motivation and readiness for EOL and a \"loss\" in aspects related to interaction with others (students and peers). These results provide a first approximation to university teachers ' perceptions of EOL and allow us to identify several aspects that should be improved. This research was financially supported by DAAD as part of the project Praxispartnerschaften zwischen Hochschulen und Unternehmen in Deutschland und in Entwicklungsländern ab 2017 (Project Nr. 57334905).","PeriodicalId":170699,"journal":{"name":"Int. J. Eng. Pedagog.","volume":"132 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127367667","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 and Perceptions of Teaching Staff About the Online Learning During the COVID19 Pandemic: A Case Study of Engineering Education 新冠肺炎疫情期间教师在线学习的态度与认知——以工程教育为例

Int. J. Eng. Pedagog. Pub Date : 2022-05-31 DOI: 10.3991/ijep.v12i3.29947

D. Gormaz-Lobos, C. Galarce-Miranda, Steffen Kersten, H. Hortsch

{"title":"Attitudes and Perceptions of Teaching Staff About the Online Learning During the COVID19 Pandemic: A Case Study of Engineering Education","authors":"D. Gormaz-Lobos, C. Galarce-Miranda, Steffen Kersten, H. Hortsch","doi":"10.3991/ijep.v12i3.29947","DOIUrl":"https://doi.org/10.3991/ijep.v12i3.29947","url":null,"abstract":"For a long time, the online learning (OL) was reserved for a particular group of learners: mostly older people with multiple family, work, financial and other responsibilities. These students benefited from the opportunities offered by this type of educational modality compared to traditional face-to-face education. However, the emergence of the Sars CoV virus (and its derivatives) not only generated health problems, but also affected social structures, generating various problems in the field of education The general objective of the present research is to know the perceptions and evaluations that academic teaching staff from a engineering faculty have about the emergency online teaching-learning process that occurred in the context of the COVID 19 pandemic. Based on several previous works related to online learning (OL) and recently in the literature on emergency online learning (EOL), an instrument (questionnaire) was developed and implemented with the participation of teachers from a Chilean university. The research is quantitative-descriptive and had the following specific objectives: To know about (1) the readiness of the teaching staff towards the OL and (2) their interactions with others, to characterize (3) the use of different Self-management skills and (4) the interaction with LMS and ICTs., and (5) to know about the available resources for OL. In general, the results show that teaching staff show mastery in aspects related to self-management of learning, but a low level of motivation and readiness for OL and a \"loss\" in aspects related to interaction with others (students and peers). These results provide a first approximation to university teachers ' perceptions of OL and allow us to identify several aspects that should be improved. This research was financially supported by DAAD (Project Nr. 57334905).","PeriodicalId":170699,"journal":{"name":"Int. J. Eng. Pedagog.","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130535827","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: 0

A Hybrid Machine Learning Model for Grade Prediction in Online Engineering Education 基于混合机器学习的在线工程教育成绩预测模型

Int. J. Eng. Pedagog. Pub Date : 2022-05-31 DOI: 10.3991/ijep.v12i3.23873

Z. Kanetaki, C. Stergiou, G. Bekas, C. Troussas, C. Sgouropoulou

{"title":"A Hybrid Machine Learning Model for Grade Prediction in Online Engineering Education","authors":"Z. Kanetaki, C. Stergiou, G. Bekas, C. Troussas, C. Sgouropoulou","doi":"10.3991/ijep.v12i3.23873","DOIUrl":"https://doi.org/10.3991/ijep.v12i3.23873","url":null,"abstract":"Facing the disruption caused by COVID-19 pandemic, the emergence of imposed and exclusive online learning revealed challenges for researchers worldwide, as of reforming curricula shortly and of collecting data accumulated by monitoring stu-dents’ commitment and academic performance. With this pool of data, this research explores grade prediction in a first-semester mechanical engineering CAD module, after testing the performance of the reform of specific curricula. A hybrid model has been created, based on 35 variables having been filtered out of statistical analysis and shown to be strongly correlated to students’ academic performance in the specif-ic online module during the first semester of the academic year 2020-2021. The hy-brid model consists of a Generalized Linear Model. It’s fitting errors are used as an extra predictor to an artificial neural network. The architecture of the neural network can be described by the following sizes: size of the input layer (36), size of the hidden layer (1) and size of the output layer (1). Since new factors are revealed to affect students’ academic achievements, the model has been trained in the 70% of the participants to predict the grade of the remaining 30%. The model has therefore been divided into three subsets, with a training set of 70% of the sample and one hidden layer predicting the test set (15%) and the validation set (15%). The final form of the trained hybrid model resulted in a coefficient of determination equal to 1 (R = 1). This means that the data fitting process resulted in a 100% success rate, in terms of associating the independent variables with the dependent variable (grade).","PeriodicalId":170699,"journal":{"name":"Int. J. Eng. Pedagog.","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130009405","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: 11

Engineering Students' Interaction in Online Classes via Google Meet: A Case Study During the COVID-19 Pandemic 工程专业学生通过Google Meet在线课堂互动:以2019冠状病毒病疫情为例

Int. J. Eng. Pedagog. Pub Date : 2022-05-31 DOI: 10.3991/ijep.v12i3.29673

Anh Tuan Pham

{"title":"Engineering Students' Interaction in Online Classes via Google Meet: A Case Study During the COVID-19 Pandemic","authors":"Anh Tuan Pham","doi":"10.3991/ijep.v12i3.29673","DOIUrl":"https://doi.org/10.3991/ijep.v12i3.29673","url":null,"abstract":"Online or distance learning has become an internationally commonly-used alternative during the COVID-19 pandemic, so video conferencing and online learning platforms been created to meet this need. The study aims to examine engineering students’ interaction via Google Meet, their satisfaction as well as suggestions to enhance their interaction when they studied on this platform, which was based on Moore’s framework of interaction namely learner-content, learner-learner and learner-teacher interaction. A 5-point Likert scale and a semi-structured interview were utilized under the participation of 115 engineering students at a private university. The findings indicated that participants’ interaction and satisfaction were perceived at a positive level, but not very high. Among three of types of interaction, engineering students’ interaction with their teachers was slightly higher than the other two types. Several reasons were disclosed as passive learning styles, lack of physical interaction, and needs of private communication. To improve students’ interaction, it is suggested that more physical classroom activities should be included in every online lesson. Engineering students should then become more proactive to prepare lessons in advance. It is also a reference for Google Meet developers to add some features for private breakout rooms and messaging as suggested by the participants. In general, it is implied that both teachers and students would consider those interaction types from students’ perspectives to maintain an effective learning environment during the pandemic.","PeriodicalId":170699,"journal":{"name":"Int. J. Eng. Pedagog.","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114919157","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

Proposal of a Model for the Development of University Teacher Training Through Virtual Courses 基于虚拟课程的高校教师培训发展模式的构想

Int. J. Eng. Pedagog. Pub Date : 2022-05-31 DOI: 10.3991/ijep.v12i3.29497

L. Andrade-Arenas, David Llulluy Nuñez, J. Sandoval, William Reyes Perez, Elvis Gonzales Choquehuanca

引用次数: 6

The Case for Systems Thinking in Undergraduate Engineering Education 系统思维在本科工程教育中的应用

Int. J. Eng. Pedagog. Pub Date : 2022-05-31 DOI: 10.3991/ijep.v12i3.25035

J. P. Monat, Thomas F. Gannon, Matthew Amissah

引用次数: 1

A Matrix-Based Guideline to Chemical Engineering Curricular Revision Design-Based Research 基于矩阵的化学工程课程修订设计研究

Int. J. Eng. Pedagog. Pub Date : 2022-05-31 DOI: 10.3991/ijep.v12i3.27323

Helen Hendaria Kamandhari, Silvia Lavandera Ponce, U. Rodríguez-Zúñiga, Patricia Araujo Pantoja

{"title":"A Matrix-Based Guideline to Chemical Engineering Curricular Revision Design-Based Research","authors":"Helen Hendaria Kamandhari, Silvia Lavandera Ponce, U. Rodríguez-Zúñiga, Patricia Araujo Pantoja","doi":"10.3991/ijep.v12i3.27323","DOIUrl":"https://doi.org/10.3991/ijep.v12i3.27323","url":null,"abstract":"The objective of the study is to describe our matrix-based guidelines in revising our competence-based curriculum. A curriculum restructure relies on pragmatic and iterative refinement of the situations integrating various stakeholders’ perspectives as well as field-based research by considering currently critical and emerging trends, such as the inclusion of the 21st century skills. The revision project took a 150-day duration and implemented the subsequent stages: 0). Build a common language 1). Identify aspects that are working well at the moment and those that may need revision in the current curriculum, 2). Align the performance indicators using the evaluation matrix, 3). Select types of learning activities that correlate with Bloom's taxonomy verbs, 4). Incorporate student learning autonomy into the curriculum. The matrix was used to facilitate equal, organized, and clearer distribution, thus, bringing the coherence of indicators for the 5-year progressive learning courses. The contribution of the study is to achieve comprehensive, systematic, and continuous improvement of the competence-based educational model for Latin American universities within engineering study programs.","PeriodicalId":170699,"journal":{"name":"Int. J. Eng. Pedagog.","volume":"123 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123317894","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: 0

Publish or Perish: A Scientific Blueprint for a Journal Article 发表或消亡:期刊文章的科学蓝图

Int. J. Eng. Pedagog. Pub Date : 2022-05-31 DOI: 10.3991/ijep.v12i3.28253

Matthias Gottlieb, M. Utesch

引用次数: 2