2021 IEEE Global Engineering Education Conference (EDUCON)最新文献

{"title":"Shifting the Flipped Classroom Online: Experiences from a Postgraduate Course on Usability Evaluation During COVID-19 Lockdown","authors":"Maria Rigou, M. Xenos, Semira Maria Evangelou","doi":"10.1109/EDUCON46332.2021.9453998","DOIUrl":"https://doi.org/10.1109/EDUCON46332.2021.9453998","url":null,"abstract":"This paper describes the design and delivery of a postgraduate course on “Design and Evaluation of Interactive Systems”, part of an M.Sc. program on Human-Computer Interaction jointly offered by the Computer Engineering and Informatics Department and the Department of Electrical and Computer Engineering. This course was initially intended to use the flipped classroom model but was shifted online due to the COVID-19 lockdown imposed during the Spring 2020 semester. The paper discusses student attitudes towards the online flipped classroom model and draws preliminary conclusions on the advantages and limitations of the approach. Qualitative and quantitative assessment data indicate a positive overall students’ perception of the online flipped classroom model.","PeriodicalId":178923,"journal":{"name":"2021 IEEE Global Engineering Education Conference (EDUCON)","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125087597","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}

{"title":"“Online versus Face-to-face Collaborative Learning: Perceptions of Students and Instructors of Technical Writing for Engineers”","authors":"W. K. Morsi, Hala Medhat Assem","doi":"10.1109/EDUCON46332.2021.9454106","DOIUrl":"https://doi.org/10.1109/EDUCON46332.2021.9454106","url":null,"abstract":"Collaborative learning (CL) has become a popular teaching and learning approach in higher education. The sudden transition from normal face-to-face (FTF) to online learning during the spread of COVID-19 has required consideration of one’s digital competence to cope with online collaborative learning (OCL). This study investigates the perceptions of undergraduate engineering students and instructors -in a private university in Egypt- of using OCL tools, namely Google Suite or Quip to accomplish their assigned technical writing reports compared to other students who use the traditional FTF approach. The study adopts a quasi-experimental research design in which triangulation is applied for collecting data; the participants are 4 instructors and 133 students, divided into two disproportionate groups: 55 students represent the control group and 78 students represent the experimental treatment group which uses OCL to complete pretest and posttest report writing tasks. This paper focuses on stage one of the study. Two semi-structured questionnaires were distributed to students; the first indicated perceptions of students’ digital competence before starting the treatment, while the second assessed their perceptions of CL using either method: FTF CL vs. OCL. Instructors were interviewed about their experience of monitoring student’s progress through FTF CL or OCL. Results of the first questionnaire showed that most of students in both groups had adequate digital competence and would prefer FTF collaborative work to the online one. In the second questionnaire, results showed significant differences between FTF CL and OCL groups (p-value=0.01) in which the OCL group perceived “Task completion and effectiveness of work” and “Writing Skills” dimensions higher than the FTF group with mean differences (0.22) and (0.26), respectively. ANOVA test revealed significant differences between the 4 dimensions of CL in only the OCL (F(3, 308)=4.190, p=0.01) and Post HOC test showed that the “writing skills” is the most highly perceived dimension in OCL compared to other ones. In stage two of the study which will be presented in a future research, statistical analysis will be conducted to compare significant differences between the pretest and posttest scores of students’ collaborative report writing among FTF CL and OCL groups.","PeriodicalId":178923,"journal":{"name":"2021 IEEE Global Engineering Education Conference (EDUCON)","volume":"380 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129659306","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}

{"title":"A model for experiential learning by replicating a workplace environment in virtual classes","authors":"Leonidas Efthymiou, D. Ktoridou, E. Epaminonda","doi":"10.1109/EDUCON46332.2021.9453966","DOIUrl":"https://doi.org/10.1109/EDUCON46332.2021.9453966","url":null,"abstract":"Experiential learning has been a core notion in higher education for nearly half a century [1]. However, the application of experiential learning practices on virtual classes is somewhat limited. In this paper, we test different practices of experiential learning intended for online learning. We draw on electronic end-of-module surveys, which have been completed by students upon completion of the class. The sample concerns the completed questionnaires of 197 post-graduate students. Based on these findings, we present a three-pillar model which relies on a) online communities, b) learning-by-doing as part of continuous assessment and, c) multicultural teamwork, to promote experiential learning by replicating a ‘workplace environment’.","PeriodicalId":178923,"journal":{"name":"2021 IEEE Global Engineering Education Conference (EDUCON)","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130155024","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}

{"title":"Engaging students in COVID times with immersive learning and Self-driven Challenge Based Learning","authors":"Xavier Crusat, Mar Martínez","doi":"10.1109/EDUCON46332.2021.9453957","DOIUrl":"https://doi.org/10.1109/EDUCON46332.2021.9453957","url":null,"abstract":"The impact of mobility restrictions due to the coronavirus pandemic in the year 2020 altered all the planned activities of the MSc Energy for Smart Cities in four European locations (Stockholm, Leuven, Grenoble and Barcelona) with a majority of non-European students. In addition, the master programme has specific activities where students join together in three European cities (Barcelona, Antwerp and Amsterdam). The response was to immediately introduce online tools with two relevant pedagogical innovations. The first one, Immersive Learning, addressed to overcome as much as possible the experience of living in the cities that couldn’t be visited. The solution implemented has been designed to be simple and low cost in order to ensure the maximum reasonable value. The second innovation has been to take advantage of the pandemic obstacles to evolve the Challenge Based Learning towards a new methodology were students actively assume the role of defining the challenges, aligned with their interests and motivations, keeping the connection with the companies and institutions involved in the innovation and startup ecosystem. The positive effect of those innovations has been to increase the engagement and motivation of students despite the difficult situation.","PeriodicalId":178923,"journal":{"name":"2021 IEEE Global Engineering Education Conference (EDUCON)","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126686178","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}

{"title":"A Mixed Reality Approach Enriching the Agricultural Engineering Education Paradigm, against the COVID-19 Constraints","authors":"D. Loukatos, E. Zoulias, loannis-Vasileios Kyrtopoulos, Eleftherios Chondrogiannis, K. Arvanitis","doi":"10.1109/EDUCON46332.2021.9454147","DOIUrl":"https://doi.org/10.1109/EDUCON46332.2021.9454147","url":null,"abstract":"Since the very early beginning of the mankind history, any great difficulty, like wars or diseases, had to be a challenge for progress and innovation, otherwise the game was lost. In this regard, the recent COVID-19 pandemic provides to the learners’ and teachers’ community a great opportunity to better adapt and enrich their educational practices. Initially, aiming to assist students of agricultural engineering to demystify the innovative technologies of their scientific area, a remotely programmed and controlled robotic arm platform for fruit-picking purposes is deployed. This is just the excuse behind which a colorful bouquet of modern and software and hardware components are glued together to provide the potential for supporting a wide range of modern engineering applications. In an era that the speed of the technological achievements makes difficult to categorize their impact in industry, society or education, the proposed approach can be classified as containing mainly mixed reality, mobile, blended and project-based learning characteristics. A first set of results indicate that the discussed platform can greatly assist the students to tackle the lack of physical presence in the laboratory/classroom providing a quite interesting alternative to full in-vitro educational practices.","PeriodicalId":178923,"journal":{"name":"2021 IEEE Global Engineering Education Conference (EDUCON)","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124116698","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}

{"title":"Glassdoor Job Description Analytics – Analyzing Data Science Professional Roles and Skills","authors":"Swapna Gottipati, Kyong Jin Shim, Sarthak Sahoo","doi":"10.1109/EDUCON46332.2021.9453931","DOIUrl":"https://doi.org/10.1109/EDUCON46332.2021.9453931","url":null,"abstract":"With increasing data volume and adoption of technologies including machine learning and artificial intelligence across all industries, the demand for skilled Data Science professionals is continuing to increase globally. For educational institutions to teach the most up-to-date and industry-relevant skills and for businesses to hire employees with the right set of skills, it is important for them to stay tuned to the fast-changing dynamics of job landscape. In this research study, we present an NLP approach to the analysis of job listings from Glassdoor. Our solution mines insights on trending technical and soft skills in the Data Science job categories. Based on the insights, we provide recommendations to design overall data science curriculum learning outcomes (LOs). We also provide recommendations to the course designers on specific technical skills required for the topics of courses under the data science curriculum.","PeriodicalId":178923,"journal":{"name":"2021 IEEE Global Engineering Education Conference (EDUCON)","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121188056","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}

{"title":"Computer Vision and NLP based Multimodal Ensemble Attentiveness Detection API for E-Learning","authors":"Manesha Dimanthi Wijeratne, Ranepura Hewage Gayan Asanka Lakmal, Weerasinghe Kulathunga Shashikala Geethadhari, Manula Akbo Athalage, A. Gamage, D. Kasthurirathna","doi":"10.1109/EDUCON46332.2021.9453978","DOIUrl":"https://doi.org/10.1109/EDUCON46332.2021.9453978","url":null,"abstract":"Attention is the fundamental element of effective learning, memory, and interaction. Learning however, with the evolvement of technologies in the modern digital age, has surpassed traditional learning systems to more convenient online or e-learning systems. Nevertheless, unlike in the traditional learning systems, attention detection of a student in an e-learning environment remains one of the barely explored areas in Human Computer Interaction. This study proposes a multimodal ensemble solution to detect the level of attentiveness of a student in an e-learning environment, with the use of computer vision, natural language processing, and deep learning to overcome the barriers in identifying user attention in e-learning. The proposed multimodal captures, processes, and predicts user attentiveness levels of individual students, which are subsequently aggregated through an ensemble model to derive an overall outcome of better accuracy than individual model outcomes. The final outcome of the ensemble model produces a range of percentages, within which the attentiveness level of the student lies during a single online lesson. This range is consequently delivered to the users through an Application Programming Interface.","PeriodicalId":178923,"journal":{"name":"2021 IEEE Global Engineering Education Conference (EDUCON)","volume":"68 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127624655","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}

{"title":"Empowering Young Women in the Caribbean Region in Stem","authors":"Lucy García-Ramos, R. Peña-Baena, A. Holgado, A. Díaz, Maria Calle","doi":"10.1109/EDUCON46332.2021.9453890","DOIUrl":"https://doi.org/10.1109/EDUCON46332.2021.9453890","url":null,"abstract":"Although the participation of women in the different stages of society has increased, there are still sectors where the presence of women is meager, and the visibility of their contributions to society still much lower. The confinement due to the Covid19 pandemic has only made this reality even more visible. Some studies indicate that by increasing empowering women and girls in settings where they are a minority, economic and social benefits are also obtained. The W-STEM project aims to increase women’s participation in STEM disciplines. The paper presents preliminary results of a diagnosis of different STEM programs at one university in Colombia. Results show that seven STEM programs have low female enrolment. Therefore, the paper presents various activities developed to motivate young women to enroll in STEM programs. The activities were open to all interested students, showing that 47% of women participated in the activities. Thus, these processes empower women by providing information and inclusion in spaces to acquire new knowledge and skills.","PeriodicalId":178923,"journal":{"name":"2021 IEEE Global Engineering Education Conference (EDUCON)","volume":"112 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127692342","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}

{"title":"A Study of Using Virtual Currency in a Discrete Mathematics Course","authors":"D. Dicheva, Breonte Guy, V. Yorgov, Christo Dichev, Keith Irwin, Charles F. Mickle","doi":"10.1109/EDUCON46332.2021.9453893","DOIUrl":"https://doi.org/10.1109/EDUCON46332.2021.9453893","url":null,"abstract":"Effective gamification can only be based on understanding the relationship between learner motivation and the game elements which are used to gamify learning activities. Although frequently mentioned, Virtual Currency (VC) remains underused and scarcely studied in educational gamification. As a motivational affordance, VC can be thought of as supporting different types of motivation, but currently, there is a lack of empirical studies which investigate this. Recognizing this gap, the purpose of our study was to empirically investigate whether and how gamifying learning activities with virtual currency can engender motivation for out-of-class practicing and what type of motivation. In the limited research others have conducted, VC has been studied largely in combination with other game elements, which does not allow reaching reliable conclusions about the impact of the individual elements. For this reason, we studied the effects of VC in a gamified Discrete Math course isolated from other game elements. The study showed that using VC to gamify practicing increased students’ practicing activity, which resulted in improved academic performance. The study also revealed that while gamified practicing did not increase students’ intrinsic motivation, it supported internalization of motivation towards this learning activity.","PeriodicalId":178923,"journal":{"name":"2021 IEEE Global Engineering Education Conference (EDUCON)","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126251751","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}

{"title":"A continuous feedback system during COVID-19 online teaching","authors":"Reolyn Heymann, D. T. Risinamhodzi","doi":"10.1109/EDUCON46332.2021.9453845","DOIUrl":"https://doi.org/10.1109/EDUCON46332.2021.9453845","url":null,"abstract":"Due to the COVID-19 pandemic, universities had to change to online teaching and learning at short notice. This presented a number of challenges to both lecturers and students. One of the challenges for lecturers is a lack of continuous feedback from students. In a traditional class, the lecturer gets non-verbal feedback from students, for example nodding heads, and verbal feedback, for example questions and comments. It is difficult to lecture without these feedback mechanisms. To overcome this challenge, a weekly rating system was implemented to provide students with the opportunity to give continuous, anonymous feedback to the lecturer.","PeriodicalId":178923,"journal":{"name":"2021 IEEE Global Engineering Education Conference (EDUCON)","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128044571","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}