IEEE Transactions on Education最新文献_第4页

Inquiring Rather Than Informing: An Approach for Holistic Development of Science and Engineering Student 探究而非灌输：全面培养理工科学生的方法

IF 2.1 2区工程技术

IEEE Transactions on Education Pub Date : 2024-06-12 DOI: 10.1109/TE.2024.3411107

Sherif Welsen

{"title":"Inquiring Rather Than Informing: An Approach for Holistic Development of Science and Engineering Student","authors":"Sherif Welsen","doi":"10.1109/TE.2024.3411107","DOIUrl":"10.1109/TE.2024.3411107","url":null,"abstract":"Contribution: This article explores the impact of academic coaching on science and engineering students through a pilot study. The study proposes integrating academic coaching as a standard component of the student support framework. Background: Unlike mentoring or informing, coaching or inquiring practice encourages higher education students to engage in critical thinking and analyze complex problems, which can enhance their problem-solving skills. This helps students discover situations and options on their own, leading to the creation of action plans. Research Questions: 1) What is the degree of influence that the academic coaching approach has on the personal development of students? and 2) In what ways has academic coaching facilitated the achievement of academic goals for science and engineering students? Methodology: The coaching program was created for a one-semester term and was offered free to students at the Faculty of Science and Engineering at the University of Nottingham Ningbo China. Students who participated were new to coaching and had limited knowledge of it. To collect data, a survey was conducted using MS Forms, consisting of Likert and open-ended questions, and was distributed among the students who joined the coaching program. A total of 42 students participated, resulting in a participation rate of approximately 42%. Findings: The study discovered that integrating coaching practices could improve the holistic development of students. This has implications for the creation of student support systems in higher education, supporting personal tutorials, and strengthening the training of personal tutors and tutees.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2024-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141937430","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A Systematic Analysis of the Gap Between Academia and Industry Perspectives on Machine Learning Applications in Safety-Critical Systems 系统分析机器学习在安全关键型系统中应用的学术界与业界观点之间的差距

IF 2.6 2区工程技术

IEEE Transactions on Education Pub Date : 2024-06-12 DOI: 10.1109/te.2024.3403792

Anwesa Das, Vinay Kumar, Aditya Narayan Hati, Sharda Bharti

引用次数: 0

Enhancing Spatial-Reasoning Perception Using Virtual Reality Immersive Experience 利用虚拟现实沉浸式体验增强空间推理感知能力

IF 2.1 2区工程技术

IEEE Transactions on Education Pub Date : 2024-06-05 DOI: 10.1109/TE.2024.3401839

Sheng-Ming Wang;Muhammad Ainul Yaqin;Vu Hong Lan

{"title":"Enhancing Spatial-Reasoning Perception Using Virtual Reality Immersive Experience","authors":"Sheng-Ming Wang;Muhammad Ainul Yaqin;Vu Hong Lan","doi":"10.1109/TE.2024.3401839","DOIUrl":"10.1109/TE.2024.3401839","url":null,"abstract":"Contribution: This research provides insights into the applications of virtual reality (VR) in learning spatial reasoning, which could be utilized and developed in educational frameworks and settings, especially in science, technology, engineering, arts, and mathematics (STEAM), and other aspects. Background: Spatial reasoning and VR are essential for an effective STEAM strategy. Thus, professionals must constantly research to help learners explore spatial-reasoning perception. This research’s objective is to explore how VR can enhance spatial-reasoning consent of learning, specifically toward mental rotation and spatial visualization skills. Research Question: How does VR help learners embrace spatial-reasoning perception and experiences? Methodology: This study proposes a two-phase comparison experiment to explore the potential improvement of learning spatial-reasoning perception toward spatial abilities and experience in VR. In the first phase, participants experienced conventional hand drawing techniques before moving to the VR environment with the “Gravity Sketch” application, followed by a perceptional assessment in motivated strategies for learning questionnaire (MSLQ) and immersive evaluation with immersive tendency questionnaire (ITQ). In the second phase, participants are invited to conduct the conventional drawing session again, followed by interviews to gain further insights. A galvanic skin response (GSR) device is attached to collect reflection patterns during the whole experiment. Findings: The results support the hypotheses and reveal that VR can help to improve the learning experience and perception of spatial reasoning. Nevertheless, some limitations have been found, such as the small sample size of participants and the need to consider the level of complexity as a future concern.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2024-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141937432","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

IEEE Transactions on Education Publication Information 电气和电子工程师学会教育期刊》出版信息

IF 2.6 2区工程技术

IEEE Transactions on Education Pub Date : 2024-06-03 DOI: 10.1109/TE.2024.3401879

引用次数: 0

IC-BTCN: A Deep Learning Model for Dropout Prediction of MOOCs Students IC-BTCN：用于预测 MOOCs 学生辍学情况的深度学习模型

IF 2.6 2区工程技术

IEEE Transactions on Education Pub Date : 2024-06-03 DOI: 10.1109/te.2024.3398771

Xinhong Zhang, Xiangyu Wang, Jiayin Zhao, Boyan Zhang, Fan Zhang

引用次数: 0

FIE-TOE Guest Editorial Grand Challenges in Engineering and Computing Education: Beyond the Pandemic FIE-TOE 特邀编辑：工程与计算机教育的重大挑战：超越流行病

IF 2.6 2区工程技术

IEEE Transactions on Education Pub Date : 2024-06-03 DOI: 10.1109/TE.2024.3382848

Campbell R. Bego;Joshua C. Nwokeji;Deborah A. Trytten

引用次数: 0

IEEE Transactions on Education Information for Authors IEEE 教育论文集作者须知

IF 2.6 2区工程技术

IEEE Transactions on Education Pub Date : 2024-06-03 DOI: 10.1109/TE.2024.3401881

引用次数: 0

Developing Future Computational Thinking in Foundational CS Education: A Case Study From a Liberal Education University in India 在 CS 基础教育中培养未来的计算思维：印度一所通识教育大学的案例研究

IF 2.6 2区工程技术

IEEE Transactions on Education Pub Date : 2024-05-15 DOI: 10.1109/te.2024.3394060

Balaji Kalluri, Prajish Prasad, Prakrati Sharma, Divyaansh Chippa

引用次数: 0

Learning by Teaching: Creation of Tutorials in the Field of Vocational Training 以教促学：在职业培训领域创建教程

IF 2.1 2区工程技术

IEEE Transactions on Education Pub Date : 2024-04-29 DOI: 10.1109/TE.2024.3387336

Isaac Lozano-Osorio;Sonia Ruiz-Olmedilla;Diana Pérez-Marín;Maximiliano Paredes-Velasco

{"title":"Learning by Teaching: Creation of Tutorials in the Field of Vocational Training","authors":"Isaac Lozano-Osorio;Sonia Ruiz-Olmedilla;Diana Pérez-Marín;Maximiliano Paredes-Velasco","doi":"10.1109/TE.2024.3387336","DOIUrl":"10.1109/TE.2024.3387336","url":null,"abstract":"Contribution: A methodology based on the learning by teaching approach facilitated by a mobile learning tool for creating tutorials. A study of the impact this methodology has had on the emotional well-being of students and its correlation with academic performance has also been carried out. Background: Insufficient resources and the absence of targeted teaching methods for technical content in vocational training may impact academic outcomes and lead to student demotivation. Previous studies indicate that employing active group methodologies contributes to the improvement of educational quality and positively influences the emotional well-being of students. Intended Outcomes: Improved academic performance, motivation levels, and collaborative work among peers, particularly within vocational training cycles. Application Design: A quasi-experimental design with a pre–post assessment of knowledge and emotional states. The study was carried out with 131 vocational training students, with one group following a conventional master class methodology that used practical activities, and another group following the learning by teaching methodology, where students created explanatory tutorials for their peers using a mobile application. Findings: Students who followed the proposed methodology significantly improved learning results compared to those who followed the traditional methodology. This improvement was evident both at the end of the experience and in the final evaluation of the course. Moreover, results revealed that the emotions of enjoyment and pride at the end of the learning process positively correlated with the acquisition of knowledge and that this correlation was more pronounced within the cohort that followed the learning by teaching methodology.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2024-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140837750","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Impact of Scaffolding and Reflection During Problem Scoping in Capstone Design 顶点设计中问题范围界定过程中脚手架和反思的影响

IF 2.1 2区工程技术

IEEE Transactions on Education Pub Date : 2024-04-24 DOI: 10.1109/TE.2024.3380413

S. Misra;D. Wilson

{"title":"The Impact of Scaffolding and Reflection During Problem Scoping in Capstone Design","authors":"S. Misra;D. Wilson","doi":"10.1109/TE.2024.3380413","DOIUrl":"10.1109/TE.2024.3380413","url":null,"abstract":"Contribution: This article explored problem scoping in an industry sponsored engineering design capstone course before and during the COVID-19 pandemic. It employs reflection-in-action and quantitative action research, to demonstrate how the pandemic offered an opportunity for 1) students to develop their problem scoping skills and 2) for the instruction team to design novel reflection-based interventions to support students’ problem scoping process. Background: Despite the importance of problem scoping in engineering design, its development in engineering undergraduates, especially during crises, such as the COVID-19 pandemic, remains understudied. While the pandemic’s impact on higher education is generally perceived to have been negative, this article presents a different perspective, suggesting it may have improved students’ reflective practices. This is examined by comparing three cohorts of students who participated in the capstone prepandemic (2019), at the onset of the pandemic (2020), and a year after the pandemic began (2021). Research Question: How did students’ problem scoping skills change due to pandemic-motivated interventions in 2020 and 2021? Methodology: A quantitative action research approach was utilized due to the iterative nature of the interventions designed in response to the pandemic. Scoping metrics were derived from final project reports and compared across cohorts using nonparametric statistical tests. Nonparametric tests were selected due to small sample sizes and violation of the assumption of normality and homogeneity of variance. Findings: Increasing opportunities for reflection-in-action lead to improved design performance (with nuances) underscoring the importance of teaching reflective design practices to engineering students to better equip for complex design problem-solving.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2024-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140799102","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0