IEEE Transactions on Education最新文献_第8页

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 : 2024-02-06 DOI: 10.1109/TE.2024.3356151

引用次数: 0

IEEE Transactions on Education Reviewers 2023 电气和电子工程师学会《教育学报》2023 年审稿人

IF 2.6 2区工程技术

IEEE Transactions on Education Pub Date : 2024-02-06 DOI: 10.1109/TE.2024.3352288

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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 : 2024-02-06 DOI: 10.1109/TE.2024.3356153

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Utilization of Information Entropy in Training and Evaluation of Students’ Abstraction Performance and Algorithm Efficiency in Programming 利用信息熵训练和评价学生的程序设计抽象能力和算法效率

IF 2.6 2区工程技术

IEEE Transactions on Education Pub Date : 2024-02-05 DOI: 10.1109/TE.2024.3354297

Zengqing Wu;Huizhong Liu;Chuan Xiao

{"title":"Utilization of Information Entropy in Training and Evaluation of Students’ Abstraction Performance and Algorithm Efficiency in Programming","authors":"Zengqing Wu;Huizhong Liu;Chuan Xiao","doi":"10.1109/TE.2024.3354297","DOIUrl":"10.1109/TE.2024.3354297","url":null,"abstract":"Contribution: This research illuminates information entropy’s efficacy as a pivotal educational tool in programming, enabling the precise quantification of algorithmic complexity and student abstraction levels for solving P problems. This approach can provide students quantitative, comparative insights into the differences between optimal and student implemented solution, and allowing educators to offer targeted feedback, thereby optimizing the learning and abstraction processes in algorithm design through deliberate practice. Background: Abstraction is considered one of the most impor11 tant skills in problem solving. Many studies in programming have shown that higher abstraction capability can significantly simplify problems, reduce program complexity and improve efficiency. However, it is difficult to develop criteria to measure the level of abstraction, and there is still a lack of relevant systematic research. Research Questions: 1) How can students’ abstraction ability in programming be effectively measured? 2) How to develop programming education and training methods based on the measurement of abstraction ability? Methodology: Forty-six grade 10 students participated in the experiment, divided into two groups for programming train23 ing using information-entropy-based assessment and traditional learning methods. Their level of computational thinking, algo25 rithmic efficiency improvements, and test scores were used to measure performance and to analyze the effectiveness of the training methods. Findings: Through empirical research, this article finds that information-entropy-based assessment can reflect the differences in problem solving among students possessing varying capa31 bilities. Information entropy can be crucial for evaluating and improving students’ abstraction performance and algorithm efficiency.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139950966","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}

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Laplace Transform in Mathematics and Electrical Engineering: A Praxeological Analysis of Two Textbooks on the Differential Equations and Signal Processing 数学和电子工程中的拉普拉斯变换：微分方程与信号处理》两本教科书的实用分析

IF 2.1 2区工程技术

IEEE Transactions on Education Pub Date : 2024-01-31 DOI: 10.1109/TE.2024.3349662

Faezeh Rezvanifard;Farzad Radmehr

{"title":"Laplace Transform in Mathematics and Electrical Engineering: A Praxeological Analysis of Two Textbooks on the Differential Equations and Signal Processing","authors":"Faezeh Rezvanifard;Farzad Radmehr","doi":"10.1109/TE.2024.3349662","DOIUrl":"10.1109/TE.2024.3349662","url":null,"abstract":"Contribution: Although a limited number of studies have compared textbooks used in introductory science courses (ISCs) and technical engineering courses (TECs), such a study has not been conducted regarding the Laplace transform (LT). The LT is one of the important topics that electrical engineering students learn as part of their undergraduate degree. It is instrumental in both ISCs (e.g., DEs) and TECs (e.g., signal processing (SP)). Background: Textbooks stand as one of the main resources for teaching and learning mathematics. Previous research has highlighted differences in how mathematical concepts are discussed in ISCs and TECs. These disparities might hinder students’ opportunities to learn mathematics and identify the importance of mathematics in engineering. Intended Outcomes: The findings have the potential to increase awareness of mathematics and engineering instructors regarding the teaching and learning of the LT in ISCs and TECs. Additionally, it could result in the identification of several suggestions for textbook authors of DEs and SP, ultimately contributing to the improvement of engineering education for (electrical) engineering students. Application Design: This study uses the praxeological analysis rooted in the Anthropological Theory of the Didactic to analyze two textbooks. One is tailored for teaching and learning DEs, while the other addresses teaching and learning SP, a mandatory course for electrical engineering students in many countries. Findings: The findings indicate that there are several differences between the two textbooks, including differences in the purpose/motivation of presenting this topic and the definitions provided for the LT.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139950959","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

Exploring Students’ Conceptions of Project-Based Learning: Implications for Improving Engineering Pedagogy 探索学生对基于项目的学习的看法：改进工程教学法的意义

IF 2.6 2区工程技术

IEEE Transactions on Education Pub Date : 2024-01-25 DOI: 10.1109/TE.2023.3348523

Mahbub Hasan;Jason M. Lodge;Azharul Karim;Md. Shahadat Hossain Khan

{"title":"Exploring Students’ Conceptions of Project-Based Learning: Implications for Improving Engineering Pedagogy","authors":"Mahbub Hasan;Jason M. Lodge;Azharul Karim;Md. Shahadat Hossain Khan","doi":"10.1109/TE.2023.3348523","DOIUrl":"10.1109/TE.2023.3348523","url":null,"abstract":"Contributions: This article provides valuable insights into the varying approaches of engineering students in their understanding and application of project-based learning (PBL) and its relationship with student success. The findings can be used to improve the design and implementation of effective learning environments, evaluate the effectiveness of engineering education programs, and advance the current understanding of the relationship between PBL and knowledge acquisition in engineering. Background: Previous research has demonstrated that PBL has become a significant teaching and learning method in engineering education. It has resulted in considerable progress in students’ problem-solving and critical thinking skills, teamwork, and technical concept communication. However, there is still a lack of exploration on how engineering students perceive PBL from their standpoint and how their conceptions influence student learning. This study aims to contribute to the currently limited comprehension of PBL from the students’ perspective. Research Questions: What are the qualitatively different ways engineering students conceptualize PBL, and how does PBL contribute to knowledge and skill acquisition? Methodology: A phenomenographic approach was used to gather data from engineering students who had experienced PBL in their course. Semi-structured interviews were conducted to gather rich and detailed data about the students’ conceptions of PBL. The data was then analyzed using a phenomenographic framework to identify how engineering students conceived PBL. Findings: Students’ conceptions of PBL are not uniform but vary in five different pedagogical beliefs that shape how they act in the PBL environment. The different conceptions of PBL in engineering education suggest that instructors need to communicate the learning objectives of PBL more clearly to students, and design PBL activities that cater to the diverse needs and expectations of students.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139951270","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

Exactness: A Concept Important for Engineering Applications or a Source of Potential Difficulties? 精确性：对工程应用很重要的概念还是潜在困难的根源？

IF 2.1 2区工程技术

IEEE Transactions on Education Pub Date : 2024-01-19 DOI: 10.1109/TE.2023.3335874

Svitlana Rogovchenko;Yuriy Rogovchenko

{"title":"Exactness: A Concept Important for Engineering Applications or a Source of Potential Difficulties?","authors":"Svitlana Rogovchenko;Yuriy Rogovchenko","doi":"10.1109/TE.2023.3335874","DOIUrl":"10.1109/TE.2023.3335874","url":null,"abstract":"Contribution: This article identifies possible ruptures between the ways fundamental notions of exact differential and exact differential equations (EDEs) are employed in mathematics courses and professional engineering disciplines. Background: Engineering students often experience difficulties with mathematics courses which may even lead to dropout from engineering programs. Students also face problems applying acquired mathematics knowledge in professional courses. Research is needed to understand how fundamental mathematics concepts are used in advanced engineering courses. Research Questions: How are the notions of exact differential and EDEs used in mathematics and engineering courses? What potential learning difficulties originate from different institutional practices and how can they be addressed? Methodology: The anthropological theory of the didactic is employed to analyze how six different STEM disciplines approach fundamental concepts of exact differential and EDEs. Distinctions in praxeologies associated with different institutions reveal possible learning difficulties students face relating new knowledge in engineering disciplines to that acquired in mathematics courses. Findings: Student learning can be facilitated by bridging the way exact differentials are introduced in Calculus and Differential Equations. Student conceptual understanding can be facilitated through the cross-disciplinary collaboration between mathematicians and engineers in the development of new courses and study programs.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2024-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139950961","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 Pragmatic Framework for Assessing Learning Outcomes in Competency-Based Courses 评估能力本位课程学习成果的实用框架

IF 2.6 2区工程技术

IEEE Transactions on Education Pub Date : 2024-01-19 DOI: 10.1109/TE.2023.3347273

Hector Vargas;Ruben Heradio;Gonzalo Farias;Zhongcheng Lei;Luis de la Torre

{"title":"A Pragmatic Framework for Assessing Learning Outcomes in Competency-Based Courses","authors":"Hector Vargas;Ruben Heradio;Gonzalo Farias;Zhongcheng Lei;Luis de la Torre","doi":"10.1109/TE.2023.3347273","DOIUrl":"10.1109/TE.2023.3347273","url":null,"abstract":"Contribution: A competency assessment framework that enables learning analytics for course monitoring and continuous improvement. Our work fills the gap in systematic methods for competency assessment in higher education. Background: Many institutions are shifting toward competency-based education (CBE), thus encouraging their educators to start evaluating their students under this paradigm. Previous research shows that structured assessment models are fundamental in guiding educators toward this adoption. Intended Outcomes: An assessment model for CBE that is easy to adopt and use, while facilitating the application of learning analytics techniques. Application Design: The new framework considerably extends a prior model we proposed three years ago. Two engineering competency-based courses used the framework for assessment. Assessment rubrics were prepared and used for evaluating and collecting the students’ data progressively, thus enabling the use of learning analytics for decision-making. Findings: Thanks to the model: 1) students received a detailed report of their achievements, including a thorough explanation and justification of the evaluation criteria and 2) instructors could improve the course and provide objective evidence of their actions to quality assurance agencies. As a result, the framework is presently being used in 15 courses taught at eight different university degrees at the Pontifical Catholic University of Valparaiso (PUCV).","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=10409233","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139950958","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A Comprehensive Usability Measurement Tool for m-Learning Applications 移动学习应用可用性综合测量工具

IF 2.6 2区工程技术

IEEE Transactions on Education Pub Date : 2024-01-17 DOI: 10.1109/TE.2023.3347191

Christian X. Navarro-Cota;Ana I. Molina;Miguel A. Redondo;Carmen Lacave

{"title":"A Comprehensive Usability Measurement Tool for m-Learning Applications","authors":"Christian X. Navarro-Cota;Ana I. Molina;Miguel A. Redondo;Carmen Lacave","doi":"10.1109/TE.2023.3347191","DOIUrl":"10.1109/TE.2023.3347191","url":null,"abstract":"Contribution: This article describes the process used to create a questionnaire to evaluate the usability of mobile learning applications (CECAM). The questionnaire includes specific questions to assess user interface usability and pedagogical usability. Background: Nowadays, mobile applications are expanding rapidly and are commonly used in educational institutions to support the learning and teaching process. But the possible deficient usability could decrease the utility of learning activities and the student’s motivation. Therefore, careful planning and design by the developer are required, along with a usability evaluation of the applications. Research Questions: How could an instrument be developed to evaluate the usability of m-learning applications that combine technical and pedagogical aspects? How can the quality of the developed instrument be determined? Methodology: A structured questionnaire was created like a measuring tool to evaluate and design m-learning applications. Different statistical techniques, including reliability and validity assessments, were employed to evaluate the quality of the instrument, which is determined through the calibration of the CECAM survey. Findings: After the validity analysis of the questionnaire, a scale with 56 items was obtained, with an alpha reliability coefficient of 0.911 (an excellent measuring scale). It pretends to be used by teachers to design or evaluate m-learning applications, improve their usability, and enhance the students’ learning experience.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=10401952","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139950962","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Contextual Influences on the Adoption of Evidence-Based Instructional Practices by Electrical and Computer Engineering Faculty 电子与计算机工程学院教师采用循证教学实践的环境影响因素

IF 2.6 2区工程技术

IEEE Transactions on Education Pub Date : 2024-01-15 DOI: 10.1109/TE.2023.3338479

Amy L. Brooks;Prateek Shekhar;Jeffrey Knowles;Elliott Clement;Shane A. Brown

{"title":"Contextual Influences on the Adoption of Evidence-Based Instructional Practices by Electrical and Computer Engineering Faculty","authors":"Amy L. Brooks;Prateek Shekhar;Jeffrey Knowles;Elliott Clement;Shane A. Brown","doi":"10.1109/TE.2023.3338479","DOIUrl":"10.1109/TE.2023.3338479","url":null,"abstract":"Contribution: This study aimed to improve understanding of context-based affordances and barriers to adoption of evidence-based instructional practices (EBIPs) among faculty in electrical and computer engineering (ECE). Context-based influences, including motives, constraints, and feedback mechanisms impacting EBIP adoption across six ECE faculty participants were documented using qualitative analysis. Background: Recent engineering education literature notes that the adoption of EBIPs by engineering faculty is lagging despite increased faculty awareness of EBIPs, belief in their effectiveness, and interest in integrating them. While researchers continue to investigate barriers to faculty adoption of EBIPs in science, technology, engineering, and mathematics education settings, few studies have dedicated examinations within a specific disciplinary context, particularly among ECE faculty members. Research Question: What context-based barriers and affordances influence adoption of EBIPs by ECE faculty members? Methodology: This study qualitatively analyzed data from in-depth interviews with six ECE faculty members from engineering programs throughout the United States. The study applied an iterative combination of case study and thematic analysis techniques to identify context-relevant and unique factors relevant to each individual participant and synthesize the process of decision making when incorporating EBIPs using a systems perspective. Findings: Overall, the approach identified drivers, constraints, and feedback mechanisms in regard to four emergent categories of EBIP adoption cases: 1) no use; 2) discontinued use; 3) in development; and 4) continued use. The study reports examples of context-based influences among the six participants in relation to their level of EBIP adoption, highlighting the substantial variation in faculty experiences with incorporating EBIPs.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139950990","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