2022 IEEE IFEES World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC)最新文献

{"title":"Systematic Literature Review: An Investigation Towards Finding Constructs For Performance Prediction of Students in an Online Engineering Course","authors":"Yamini Joshi, Kaushik Mallibhat, V. M.","doi":"10.1109/WEEF-GEDC54384.2022.9996249","DOIUrl":"https://doi.org/10.1109/WEEF-GEDC54384.2022.9996249","url":null,"abstract":"The use of technology in the field of engineering education has been the most common intervention, especially in the post-pandemic era. Most universities have plans to continue the blended approach to education in the future. This decision has to be an evaluated decision and the analysis of a student's performance serves as an input to take the decision. The other advantage of analysis include early prediction of student performance which can help the instructors to provide timely interventions and help the students to improve their performance. Thus identification of constructs that reflect student engagement and performance in a course delivered in online mode is very essential. This literature review attempts to bring forward the constructs used by various researchers that reflect student engagement and performance. The review is situated in the context of engineering education delivered in online mode. The identification of constructs is significant and helps to build machine learning models for predicting the performance of the students. Standard Systematic Literature Review(SLR) methods defined in literature including citation searching and hand searching were carried out to identify the constructs that have been in use. A list of constructs used by researchers in the literature, that capture students' attention and performance are identified and presented in this review. The identified constructs include students' interaction with content, students' interaction with peers, demographic factors, and the academic records of the student. These validated constructs are proposed to integrate with the Learning Management System(LMS) and use the feature for early prediction of student failures.","PeriodicalId":206250,"journal":{"name":"2022 IEEE IFEES World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC)","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126965480","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":"Investigating the dynamics of women admission to Information Technology degrees in Russian Universities","authors":"Tanya Stanko, Sergey Ryabchenko, Tatiana Pak, Denis Aivazov, Alexey Lopatin, Anastasiia Chasovnikova, Oksana Zirosh, M. Bondarev, P. Grachev, Sergey Ershevsky, Samir Belhaouari, R. Moiseev, Marina Khodyreva, Viktoria Kondratieva","doi":"10.1109/WEEF-GEDC54384.2022.9996268","DOIUrl":"https://doi.org/10.1109/WEEF-GEDC54384.2022.9996268","url":null,"abstract":"Women remain strikingly under underrepresented in jobs related to engineering and technology; besides, in the US and Europe during several past years the shares of women in technology degrees have generally been showing either decline, or stagnation, or negligible growth. The reluctance of women to pursue engineering and technology degrees finds a variety of explanations, from the lack of interest to the unwillingness to study in a male-dominated culture. Some countries set specific measures to attain women to pursue degrees in engineering and technology and monitor women's admission to Information and Communication Technologies (ICT) degrees at the universities. Others, like Russia, focus mostly on the overall student population admitted to ICT degrees but do not monitor student population gender-wise. The aim of this research effort was to collect and analyze the data on women's admission in undergraduate ICT programs in Russia. The contribution of this study is that no data on women's enrollment to ICT degrees in Russia has been publicly available before. Nine universities in Russia provided these data on women's enrollment in ICT degree programs for several past years, mostly from 2011 to 2021. In 2021, cumulative intake in ICT degree programs of these universities was about 10k students, which constitutes about 1/3 of the total student body in such programs in Russia. Based on the analysis and comparison of the data for Russia with similar data for other countries in Europe, USA and Asia, the overall trend of women admission to ICT majors in Russia is currently aligned with the US and Europe trends. We have observed some fluctuations depending on the geographical location of the universities.","PeriodicalId":206250,"journal":{"name":"2022 IEEE IFEES World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC)","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133966260","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 Methodology for Integration of Project Based Learning Into Core Engineering Courses","authors":"J. Tharakan","doi":"10.1109/WEEF-GEDC54384.2022.9996217","DOIUrl":"https://doi.org/10.1109/WEEF-GEDC54384.2022.9996217","url":null,"abstract":"In this paper, we propose a paradigmatic shift in conventional engineering education curricula, transforming out of the currently widespread and common conventional chalk-and-talk lecture based pedagogical approaches, which are also accompanied by attendant and limited assessment methods of traditional problem sets and exams. We suggest that engineering programs and curricula need to implement a number of substantive changes to update and upgrade their curricular and programmatic approach to ensure that the programmes will indeed be able to create transformative thinkers and creative problem solvers who will address the critical challenges facing humankind including catastrophic climate change, nuclear disaster, and the unsustainable degradation and devastation of the human, social, and natural environments. These faculty and curricula will embrace service learning, incorporate and integrate project based learning (PBL), engaging students in open ended design projects and thinking. In this paper, we demonstrate a rigorous pedagogical approach and sequential method through which PBL can be integrated into core engineering courses. The paper demonstrates the engagement of students through the provision of substantive feedback on well-defined and well-spaced Initial, Preliminary and Interim Progress reports. The paper shows that this pedagogical approach leads to the successful development and submission of Final Project Reports and Final Group Oral Presentations that address overall learning outcomes and prepare students to be transformative problem solvers","PeriodicalId":206250,"journal":{"name":"2022 IEEE IFEES World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC)","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130967791","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":"Leveraging digital tools to design an integrative hybrid learning experience","authors":"M. van Rooyen, D. C. Blaine, K. Wolff","doi":"10.1109/WEEF-GEDC54384.2022.9996253","DOIUrl":"https://doi.org/10.1109/WEEF-GEDC54384.2022.9996253","url":null,"abstract":"The past decade has seen a redesign of engineering education to accommodate the supercomplexities of the modern world. In preparation for this world, integrative teaching and learning approaches that highlight connections between different concepts, and between theory and practice, develop the critical thinking attributes of engineering graduates. One means of facilitating integrative learning experiences that was further impelled by the COVID19 disruption is the adoption of digital tools within a hybrid module design. This paper presents and evaluates various digital interventions within an integrative, hybrid-learning mode applied to a content-dense materials science module in the second year of a Bachelor of Engineering degree programme. The evaluation focuses on analysing students' perceptions on the effectiveness of the different digital tools that were used to support integrated learning in a theory-rich module. Quantitative and qualitative feedback drawn from questionnaires revealed that, overall, students valued the well-structured, logical online format of the module and recommended this as a standard for other modules. Students also expressed appreciation for the explicit theory-practice links in the case studies and virtual practical sessions. Challenges with time management were also highlighted with students associating this with the wide range of activities that are employed in a hybrid, integrated approach to module design. Additionally, it was clear that there is a wide range of digital fluency across the student cohort. Students' level of competence relating to basic computer and data analysis skills directly influences their ability to engage and perform well in activities that required these skills, such as the projects and virtual practical sessions. It was concluded that the success of the current approach in preparing students for supercomplexity relies on restructuring other curricular items in a similar digitally aided integrative manner whilst providing support for time management and digital skills.","PeriodicalId":206250,"journal":{"name":"2022 IEEE IFEES World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC)","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125073906","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":"Engineering Education in the Global North and South: A Comparative Thematic Analysis","authors":"K. Wolff, A. Dalton, Deborah Blaine, C. Viljoen, A. Basson","doi":"10.1109/WEEF-GEDC54384.2022.9996204","DOIUrl":"https://doi.org/10.1109/WEEF-GEDC54384.2022.9996204","url":null,"abstract":"A challenge noted by engineering education (EE) researchers in the Global South (GS) is that literature addressing their context specific needs is primarily produced in the Global North (GN). In seeking to gain a better understanding of the literature resources available to support EE in a GS context, this study aimed to: (a) provide a broad-based quantitative overview of differences in representation between the GN and GS in education literature, and (b) to investigate the thematic differences between GN and GS publications in EE literature. A scientometric analysis of education-themed publications was firstly conducted in terms of publication volume and citations with a focus on the GN/GS divide. Secondly, a body of EE literature (consisting of >500 studies selected over a 7-year period for their relevance to the EE context in South Africa) was analysed using the Legitimation Code Theory (LCT) dimension of Specialisation to interrogate the thematic differences between GN & GS. The GS was found to be underrepresented in terms of the volume of education research and research impact. A level of relative parity between GN and GS was revealed in terms of themes studied and a general orientation towards the elite code on the LCT specialization plane. Distinct thematic differences were also observed, such as the GS focussing more explicitly on understanding the challenges at statistical and curricular levels, in contrast to the well-developed GN showcasing innovative learning practices in better-resourced contexts. The thematic comparison may be useful to educators in both the GN and GS. Identifying ‘what matters to whom’ offers the opportunity for more efficient collaboration based on strengths, so that we as a global community of practice can tackle the challenges of our time.","PeriodicalId":206250,"journal":{"name":"2022 IEEE IFEES World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122329307","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 Engineering Mathematics students online: Tutoring using MS Teams","authors":"P. Padayachee, A. Campbell, Ebrahim Fredericks","doi":"10.1109/WEEF-GEDC54384.2022.9996206","DOIUrl":"https://doi.org/10.1109/WEEF-GEDC54384.2022.9996206","url":null,"abstract":"Uncommon in the South African higher education landscape, online learning came to the fore during the global pandemic. We present an account of the use of Microsoft Teams for hybrid mathematics tutorials in a one-semester Vector Calculus course at a South African university in 2022. Interviews with the lecturer, analysed through a Community of Inquiry lens, showed the lecturer's perspective of the design and experience for tutors and students. Our aim is to improve the design of future hybrid tutorials to ensure engineering students' capacity in mathematics is well developed, their communication skills are improved, and that they experience working in a team. Future research will evaluate students' and tutors' accounts of their experiences. Our findings raise awareness of the possibilities and potential difficulties when using Microsoft Teams for communication, teaching and learning mathematics.","PeriodicalId":206250,"journal":{"name":"2022 IEEE IFEES World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC)","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127130241","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 Case Study: Using STACK Questions in an Engineering Module","authors":"W.J. Smit","doi":"10.1109/WEEF-GEDC54384.2022.9996276","DOIUrl":"https://doi.org/10.1109/WEEF-GEDC54384.2022.9996276","url":null,"abstract":"Computer-assisted assessment (CAA) can give immediate feedback to students, which leads to better learning. This paper presents a case study of using STACK in a third-year mathematical engineering module. STACK is an advanced computer-assisted assessment tool that can automatically mark mathematical equations. STACK is a Moodle plugin that allows students to enter mathematical formulae as answers. It checks if the student's answer is mathematically equivalent to the model answer and can provide hints to the student. Students attempt the same question several times, getting hints with each incorrect attempt. STACK questions were used in three different settings: short practice problems that students did at home; long tutorial sessions that students did in class; a two-hour semester test. This paper reflects on the use of STACK during a semester. It summarises feedback from students that were collected during interviews, it discusses systemic challenges when implementing STACK questions, and it looks at the mark distribution of STACK-based questions. Overall, STACK proved to be a useful formative assessment tool. The immediate feedback allowed all the students to solve all the tutorial problems before the end of the tutorial session. The downside to using STACK during the semester test was that students were became anxious because they immediately knew when their answers were wrong.","PeriodicalId":206250,"journal":{"name":"2022 IEEE IFEES World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC)","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116352237","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":"Emulation Tool Diversity for Future Engineering Education","authors":"A. Periola, A. Alonge, K. Ogudo","doi":"10.1109/WEEF-GEDC54384.2022.9996237","DOIUrl":"https://doi.org/10.1109/WEEF-GEDC54384.2022.9996237","url":null,"abstract":"Engineering academia makes use of emulation and simulation i.e software tools. These software tools should evolve to meet the new demands of provisioning of quality engineering education. This requires additional research consideration and is addressed in the presented research. The research proposes the evolution of simulation and emulation tools and describes a model wherein the intelligence is integrated in future emulation and simulation tools used in engineering education and research. The incorporation of intelligence in this case leads to a notion of emulation and simulation tool diversity. In this case, the diversity implies the choice of simulation and emulation tool that meets the learning preferences of an individual. In addition, the research presents a framework wherein the proposed solution executes its function within the environment of a higher education institution. This is done for the cases of a constrained and non-constrained engineering faculty in a higher education institution.","PeriodicalId":206250,"journal":{"name":"2022 IEEE IFEES World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC)","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129744415","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":"Peer-to-peer interaction for learning and assessment in the post-COVID era","authors":"D. Lokhat","doi":"10.1109/WEEF-GEDC54384.2022.9996225","DOIUrl":"https://doi.org/10.1109/WEEF-GEDC54384.2022.9996225","url":null,"abstract":"The onset of the COVID-19 pandemic necessitated a change in the mode of delivery of most of our teaching programs. Within a few months, academics responded to the lack of contact with students by generating and using online content to deliver their modules. Even before this forced change, curricula had already undergone significant development. But whereas teaching methods had morphed over time, learning approaches and assessment strategy remained stagnant. The change to online teaching and assessment during the pandemic revealed that in many modules, assessments are still testing at low cognitive levels, rewarding recall instead of understanding. It also revealed that plagiarism and collusion in online assessments were rife, and the type of assessments offered created an enabling environment for this. Students seldom engage with the course material during the semester, except for assignments. Almost all learning occurs in the short period before the main exam session (or in recent years, with the possibility of deferring exams, the students can extend this period into the supplementary session). The change to continuous assessment placed an unusual strain on students accustomed to this particular learning style. They were now forced to engage with material throughout the semester. In this study the student network was considered. Counter intuitively, this has actually strengthened as a result of the pandemic, with students using a variety of communication platforms to engage with one another. As part of this work, the informal study groups and other partnerships that have arisen were investigated as a means to support the formal teaching program. A system based on peer-to-peer interaction was piloted in an undergraduate chemical engineering program, over two modules at the third- and fourth-year levels. The system awards points for various peer activities that usually occur in an informal way, which can be translated into bonus marks on assessments. In doing so, the system addressed a potentially contentious but powerful supposition, i.e. is there a way to exploit the knowledge sharing potential of plagiarism and collusion for a better purpose? Such systems have traditionally been used in businesses and large corporations to motivate and reward employees. The recent pilot has demonstrated that the system, as implemented within an undergraduate program and linked to assessments that test at higher cognitive levels, can improve student engagement and performance.","PeriodicalId":206250,"journal":{"name":"2022 IEEE IFEES World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC)","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122144473","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 Proposed Classification System for Online Forum Content","authors":"Martin Philip Venter, Nicholas Trafford, K. Wolff","doi":"10.1109/WEEF-GEDC54384.2022.9996216","DOIUrl":"https://doi.org/10.1109/WEEF-GEDC54384.2022.9996216","url":null,"abstract":"Student engagement with content, each other, lecturers and artefacts is a fundamental aspect of an active learning ethic. Covid era remote teaching revealed particular challenges in enabling, sustaining and cultivating forms of engagement. This paper presents a conceptual framework for considering the dimensions of online engagement based on a case study from a research-intensive institution in South Africa. The focus is on a second-year large-class Material Science course with a broad range of content requiring 600 + pages of reading, projects and practicals. The course has seen several innovations over the years. This paper examines forms of student engagement in established, structured online forums pre- and during the Covid era of teaching, and presents an analysis of engagement patterns drawing on a synthesis of learning typologies from a range of educational theories intended to inform possible affordances of online engagement. The data produced by the classification of forum posts under the proposed scheme can highlight their overall structure, monitor changes in posting behaviour over time, and potentially contribute to a more nuanced understanding of the role of online forums in student learning,","PeriodicalId":206250,"journal":{"name":"2022 IEEE IFEES World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC)","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131844591","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}