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

{"title":"Data Driven Strategies for Enhancing Student Success","authors":"Sashidhar Chintalapati, G. Garcia, Ángel García, L. Reddi","doi":"10.1109/WEEF-GEDC54384.2022.9996270","DOIUrl":"https://doi.org/10.1109/WEEF-GEDC54384.2022.9996270","url":null,"abstract":"This paper demonstrates data-driven interventions and their impacts on student success. In particular, the relative contributions of instructor changes with associated course delivery changes, and tutoring/mentoring help in learning communities, are assessed. The results suggest that instructor change is a major parameter, and the contributions of tutoring programs are largely governed by the instructor's use of these programs in a strategic manner to help students where help is most needed. Additionally, course sequencing changes are also demonstrated using the Curricular Analytics software program. The addition of an engineering mathematics course to reduce the complexity associated with two Calculus courses is provided as an example. Even slight changes in the curricular complexity scores might result in significant improvements in students' ability to navigate through their curricular flow charts.","PeriodicalId":206250,"journal":{"name":"2022 IEEE IFEES World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC)","volume":"2 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":"133525314","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":"The effect of online assessments and feedback practices on civil engineering students' learning","authors":"S. Ngidi","doi":"10.1109/WEEF-GEDC54384.2022.9996246","DOIUrl":"https://doi.org/10.1109/WEEF-GEDC54384.2022.9996246","url":null,"abstract":"The move to online teaching and learning at higher institutions because of the Covid-19 pandemic in the year 2020 challenged engineering programs to change how they have been conducting their assessments. Before Covid, this process was done to check whether module outcomes are achieved and provide a grade for the student. Nowadays continuous assessments are used instead of summative assessments and civil engineering schools must now re-think the whole purpose of the assessment process. This paper reports on a study which was designed to find out if assessments given to engineering students are improving and enhancing their understanding and promote better learning. Our important goal as engineering lecturers is to prepare students for a professional life through assessment, teaching and learning. The study focused on the small number of students who study civil engineering technology at the University of Johannesburg. Assessment within the engineering discipline is ordinarily orientated towards illustrating competence in particular assignments utilizing only conventional or traditional assessment methods such as tests and exams. This work aimed to assist students to increase their learning potential from assessments and lecturers to provide constructive assessment feedback. The main research question was to find out the extent that students learn from assessment and feedback in the Theory of Structures module under civil engineering technology. The vehicles that were used to collect data includes lecture observations, questionnaires, and interviews. The research data collection was conducted over few weeks of the second semester with first year students doing Theory of Structures. Three types of data were collected from this study. The first was a semester test results and feedback. After the test, focus group interviews were conducted to students' feedback on the test process and they also gave details about how they found questions and solutions. The third instrument of data collection was the use of questionnaires in the form of online surveys. The analysis of data started by documenting the results obtained from the interviews, and online questionnaires. The audio recordings from interviews were transcribed using Otter software. The transcribed text was then merged with findings from questionnaires and analyzed using open coding by Quirkos software. The study showed that more work still needs to be done to educate students about the importance of assessment as the findings showed that there are students who still focus on grades during assessment and not real learning. Nowadays feedback is even more important since most students are using blended or online learning which requires support and guidance from the lecturer. Although the focus was on small size of sample or few participants compared to the faculty of engineering student population, the study still managed to provide findings that will be applied to improve assessment and feedback p","PeriodicalId":206250,"journal":{"name":"2022 IEEE IFEES World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC)","volume":"35 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":"121877635","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":"Diversity in Higher Education: Practice, Challenges, and Strategies at University Carlos III of Madrid","authors":"Dania Olmos, M. Durban, Paloma Díaz, Mónica Campos","doi":"10.1109/WEEF-GEDC54384.2022.9996205","DOIUrl":"https://doi.org/10.1109/WEEF-GEDC54384.2022.9996205","url":null,"abstract":"Diversity is still a major concern at universities. The idea that diversity improves student learning and makes students aware of the potential of being in a diverse environment motivates many universities. However, the appropriate means to deal with a diverse community are needed. One option to deal with a diverse community is through orientation. Orientation is a much-needed action and when organized correctly it can be useful to all participants in the university community. The University Carlos III of Madrid (UC3M) has a significant commitment to diversity. UC3M takes several steps to address diversity and inclusion. Students, faculty members, researchers, and members of the administration and support staff of our university all actively participate in these activities. In this paper, the main orientation actions will be presented. Special emphasis was done on tutoring programs offered at our university, UC3M, along with the bachelor's degree studies. The results of these tutoring actions will be evaluated in terms of the satisfaction of students and tutors participating in the programs. Future actions such as the program for high-capacity students will be mentioned. Also, actions on gender equality will be included. These programs can be an inspiration to other universities and centers with students involved in engineering studies.","PeriodicalId":206250,"journal":{"name":"2022 IEEE IFEES World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC)","volume":"69 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":"121878815","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":"Comparing Different Modes of Teaching and Learning: Extended Degree Modules vs. Mainstream Modules Online","authors":"D. J. van Vuuren, Lauren Senna Fouché","doi":"10.1109/WEEF-GEDC54384.2022.9996273","DOIUrl":"https://doi.org/10.1109/WEEF-GEDC54384.2022.9996273","url":null,"abstract":"This study investigates student perceptions of their preferred mode of teaching (online, hybrid or face-to-face), as well as their preferred mode of online teaching (live online classes, pre-recorded online presentations, or a combination of both) within a mathematics-based curriculum. Extended engineering degree programme, offered to students who have not achieved the minimum requirements for mainstream study or have chosen to enhance their mathematics and science foundations, students in their first and second year of study completed a questionnaire based on their experiences of the online teaching approaches in their mainstream and augmenting modules. The results were captured and analysed in SPSS and indicated the following: 1) students prefer some in-person interaction between themselves and the lecturers in the modules, as opposed to a complete online approach; 2) students value a mix of different online approaches to teaching and learning. For example, providing the students with pre-recordings of content and also scheduling a session that students can attend for live demonstrations or lectures; and 3) students found the approach to online teaching and learning by the extended engineering degree programme more beneficial to that taken by modules in the mainstream curriculum. The reasons for this are varied and relate strongly to the smaller group sizes offered by an extended degree and the emphasis placed on teaching by lecturers within the programme, as well as the interaction and platform for questions offered during live class sessions. The implication of these findings is that lecturers can enhance student learning by offering different modes of instruction online, and that the need for in-person interaction between lecturers and students remains. Moreover, small group sizes serve as opportunities to enhance student foundations.","PeriodicalId":206250,"journal":{"name":"2022 IEEE IFEES World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC)","volume":"20 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":"122317467","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":"Appropriate Online Laboratories for Engineering Students in Africa","authors":"C. Bolu, Claude Domfang, A. Obiazi, F. Falade, Tagwa A. Musa, H. Alinaitwe, Baby Kuriakose, Harmony Nnenna Nwobodo-Nzeribe, T. Mkandawire, A. Okediji, Aisa Jadi, J. Dada, S. Wara","doi":"10.1109/WEEF-GEDC54384.2022.9996210","DOIUrl":"https://doi.org/10.1109/WEEF-GEDC54384.2022.9996210","url":null,"abstract":"The intensity of engineering practical in a typical African Engineering laboratory is usually low because of several problems such as funding to procure adequate quantity of laboratory equipment, overcrowding due to insufficient workspaces, infrastructural problems such as power and human resource problems, shortage of qualified laboratory technologists or unmotivated faculty members. Creating an environment to use same physical engineering laboratory equipment 24/7 from anywhere will increase the capacity of laboratory facilities. The aim of this project is to design and create features to enable physical engineering laboratory equipment to be used remotely on a 24/7 basis in African higher education institutions. To get started, researchers from the five regions of Africa were assigned to work on basic science and engineering equipment such as calorimeter, pendulum, coefficient of friction apparatus, drilling fluid laboratory. As a proof of concept, the normal manual interface of a simple calorimeter, located in an institution was interfaced with digital communication features and the response on the physical facility was observed through cameras appropriately positioned. Preliminary result for one basic science equipment in the training of engineers confirmed the feasibility of this approach of remote laboratory engagement. Interfacing using existing virtual learning management systems are being further investigated. The use of this approach has potential to increase laboratory capacity as more students can perform their practical at times convenient to them, the remote location, notwithstanding.","PeriodicalId":206250,"journal":{"name":"2022 IEEE IFEES World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC)","volume":"28 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":"115397043","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":"Active student participation and engagement in the virtual classroom during the COVID-19 pandemic","authors":"T. Mashifana","doi":"10.1109/WEEF-GEDC54384.2022.9996241","DOIUrl":"https://doi.org/10.1109/WEEF-GEDC54384.2022.9996241","url":null,"abstract":"Active participation and student engagement in virtual classrooms are fundamental for the student's learning experiences. Online teaching and learning in virtual classrooms may pose the challenge of leaving students behind without the instructor recognizing that students have not grasped the content delivered. Online platforms applied in some higher learning institutions provide one-way communication, whereby a lecturer delivers a presentation and students are allowed to ask questions at the end or during the session. Delivering a lecture where students opt to keep their videos off makes it difficult for the instructor to gauge students' participation and engagement in the virtual classrooms. The transition to online teaching and learning due to the COVID-19 pandemic provides an opportunity for teachers to develop ways to make virtual classrooms more engaging. This study seeks to answer if students that are not visual or audible can actively participate in online activities and be efficient in attending virtual classrooms. In seeking innovative ways to create an engaging environment for students in the virtual classroom, the author presents an online strategy that was designed and implemented. The methods entailed designing a structure and organized online strategy to assist students to navigate the online teaching and learning platforms using discussion forums, and online quizzes without draining their limited data. The results show that students can be present in the virtual classrooms and actively engage without being visually present and audible. Student participation and engagement were directly proportional to graded online activities. Although many online platforms encourage students to be online with their videos to ensure their participation, students can still engage actively even if the instructors do not see them or hear their voices.","PeriodicalId":206250,"journal":{"name":"2022 IEEE IFEES World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC)","volume":"5 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":"116824100","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 programming learning platform: The influence of gamification elements","authors":"M. Venter","doi":"10.1109/WEEF-GEDC54384.2022.9996263","DOIUrl":"https://doi.org/10.1109/WEEF-GEDC54384.2022.9996263","url":null,"abstract":"Numerous studies have been conducted to discover educational technologies that could be utilised to enhance students, understanding of fundamental programming concepts. The advantage that various online programming learning platforms provide, is immediate feedback and automated guidance with the completion of assignments, enhancing student comprehension. Despite the various advantages of online learning environments, the lack of online persistence is viewed as one of the most pervasive disadvantages. Gamification of online learning environments have been proposed as a solution to enhance student engagement, and persistence, but little research has focused on how specific gamification elements influence the persistent use of online programming learning environments. The aim of this study was therefore to fill this gap and to determine what influence various gamification elements have on the persistent use of an online programming learning platform. The population of the study consisted of first year students enrolled at the IT department of the Central University of Technology (CUT) in the Free State Province of South Africa. Data was collected by making use of a survey that was posted on the learner management system of CUT. The results of the study showed that the points and badges that students received as rewards, as well as the badges and avatars that assisted them to express themselves in a unique way, had a very important influence on their engagement and immersion in a gamified programming learning environment. Moreover, the use of a leaderboard to create a competitive environment had no influence on the engagement and immersion of students. The study also showed that higher levels of meaningful engagement and flow experience have a significant influence on keeping students motivated to persistently use a gamified programming learning platform. The practical implication of the findings of the study are that designers and developers of gamified programming learning environments should prioritise designing a comprehensive reward system over the creation of a competitive environment.","PeriodicalId":206250,"journal":{"name":"2022 IEEE IFEES World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC)","volume":"2 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":"125626450","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":"Leadership Forum","authors":"","doi":"10.1109/weef-gedc54384.2022.9996275","DOIUrl":"https://doi.org/10.1109/weef-gedc54384.2022.9996275","url":null,"abstract":"","PeriodicalId":206250,"journal":{"name":"2022 IEEE IFEES World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC)","volume":"89 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":"132783726","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":"Strategies for improving online student learning in undergraduate material science","authors":"Pfennig Anja","doi":"10.1109/WEEF-GEDC54384.2022.9996236","DOIUrl":"https://doi.org/10.1109/WEEF-GEDC54384.2022.9996236","url":null,"abstract":"Since the outburst of the Covid-19 pandemic it is very common that students widely use videos in higher education. In an introductory material science course for mechanical and automotive engineers lecture videos have successfully been implemented in inverted classroom teaching scenarios at HTW Berlin. Inspired by former students a set of lecture videos is produced during a one term project each semester. This peer-to-peer approach is an important aspect because students' needs and their perspective on teaching material is directly included in the videos. In this study five different lecture film types were investigated with regard to students' performance and micro grading comprising of: swipe technique, stop motion, power point animation, hand drawn and video scribe. In general, students' performance was found to be more successful before the pandemic. However, the type of lecture film types could not directly be related to student grades but are rated successful regarding concentration, responsibility and attentiveness as well as depth of discussions during class.","PeriodicalId":206250,"journal":{"name":"2022 IEEE IFEES World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC)","volume":"111 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":"131994897","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":"Quality of Doctoral Education in South Africa: The Perspective of Doctoral Students at a University of Technology","authors":"R. B. Kuriakose","doi":"10.1109/WEEF-GEDC54384.2022.9996265","DOIUrl":"https://doi.org/10.1109/WEEF-GEDC54384.2022.9996265","url":null,"abstract":"The aim of this paper is to test if the challenges in ensuring quality in a doctoral education are true for students enrolled for a doctoral degree in a University of Technology in South Africa. Doctoral students dependent on strong academic support from their institutions and employers to successfully complete their course. Established traditional universities in South Africa have the advantage of high income, low student ratios and permanent staff with doctorates which aid doctoral production. However, newly established Universities of Technology in South Africa are still building capacity to address these concerns. An exploratory study aided with quantitative analysis in the form of descriptive statistics is deployed among the registered doctoral students on the kind of support they get from their employers as well as their institutions. This paper showcases a thorough literature review on the topic and identified that there is very little research on the contributions of Universities of Technology with regards to doctoral student production. Key results from the study show that 75% of the students are registered for a part time study with 66% employed on a fulltime basis. Of this only 40% can meet their study tasks on time. Other key findings show that majority of students have access to courses conducted by the institution with respect to proposal writing, literature review and research methodology courses albeit it is not directly related to their field of study.","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":"128064419","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}