No full-text available
To read the full-text of this research,
you can request a copy directly from the authors.
IMPROVING LABORATORY SESSIONS FOR ENGINEERING STUDIES BY USING ICT
ResearchGate has not been able to resolve any citations for this publication.
Currently, online or hybrid teaching are increasingly in demand and have been driven by social, demographic and health factors such as that experienced during the global COVID-19 pandemic. The traditional classroom as originally was conceived has expanded both its temporal and physical limitations. This text shows how new innovative methodologies have been developed through different applications such as Wooclap or Gamification works, with the main objective of checking the perception, motivation and satisfaction of students. These are useful tools for teachers to get an easy and fast feedback from students. Two hypotheses are also presented, which will be contrasted with the analysis of the grades of the final tests of the 2019/2020 academic year and several questionnaires, with a high response ratio (88.33%), but with a small sample (60 subjects), where it has been found that the students adapt to the methods previously exposed. The main conclusion is the following: students adapt to remote teaching, they get involved in the subject and spend time learning, they are motivated to use innovative techniques, they show interest and participation in them.
The aim of this study is to investigate which scenarios are emerging with respect to the use of ICT in higher education and how future developments can be predicted and strategic choices can be based on that. It seeks to answer the following questions:
What strategic responses do institutions make with respect to the use of ICT; Which external conditions and developments influence these choices; Which external and internal conditions and measures are taken in order to achievestrategic targets; What are the implications for technology use, teaching and learning processes and staff?
The study applies an international comparative methodology and is carried out in the Netherlands, Germany, Norway, the United Kingdom, Australia, Finland and the USA. Data were collected through Web-based questionnaires tailored to three different response groups: decision makers, support staff and instructors. In total 693 persons responded to the questionnaire. This implies that between 20 and 50 percent of the institutions in the various countries responded (institutional data were also gathered), with the exception of the USA where the response was much lower.
p>This paper will go over the method used to record and present practical sessions to students studying undergraduate engineering as ‘digital laboratory experiences’. The aim of the practical sessions was to give students exposure to simple electrical engineering concepts to supplement their project based learning in a two credit point unit.
Outlined are the goals the practical sessions, the process of capturing footage and editing a video file for the students; and finally a discussion on student attendance to in person practical sessions once the videos were made available. After this, future work to be completed is discussed, mentioning possible improvements that could be made. </p
The main purpose of this paper is to explain the arguments that stand for video content presentation, as a teaching method with high results especially for some technical disciplines related to Business Information Systems (BIS).Our previous work was based on a "so called" practice of image management in order to conceive tutorials as documents containing suggestive static screen captures and their corresponding explanatory text. Some tests made few years ago with screen recording software failed mainly because of technical inconveniences: cursor movement recording errors, huge data space needed to post the results on the faculty portal, or low encoding power. Our present approach involved a logical sequence of steps composed by: content creation (recording, filtering, encoding/archiving, suggestive renaming), usability testing in a teaching class, impact testing based on questionnaires about the teaching method and testing specific requirements assumed to be learned using this kind of teaching in an evaluation class. The obvious results of the whole experiment that is the prime matter of this paper are related to the increased test performance of students. Another gain is the great amount of time available for additional activities as repetition. This kind of teaching offers more than ease of use and time efficiency. An example is the possibility to integrate learning and teaching activities with software testing. The idea of video tutorials is not new. The unusual came from continuous experiments for almost two university semesters and for three distinct disciplines related to BIS. That provided us data, feedback and a certain motivation to find a proper evaluation method for this kind of teaching using video tutorials.
This research describes the evaluation of video tutorials used in a graduate level online statistics course. The evaluation focused on attitudes toward the tutorials and differences in academic performance between online sections that used the tutorials and those that did not. Attitude results were based on 78 students who completed an online survey and indicated positive perceptions of the tutorials. The quantitative findings were supported by narrative comments that suggested the tutorials were an effective component of the course. However, comparisons of sections with and without access to the tutorials showed no statistically significant difference with respect to academic performance. These results suggest that video presentations used as supplemental materials may provide instructional designers with a tool to create online courses that are as effective as traditional face-to-face courses.
This article constitutes a critique from the inside of constructivist pedagogy. It begins with a short history of constructivist pedagogy and its relationship to constructivist learning theory. It then addresses four issues in the ways in which constructivist pedagogy are being approached in research and practice. The first issue recommends more of a research focus on student learning in classrooms that engage in constructivist pedagogy. The second leads to the suggestion of theory development that provides an understanding and descriptions of more and less effective constructivist teaching. The third centers on the necessarily deep subject matter knowledge required of teachers who adopt constructivist pedagogy; and the difficulty this requirement imposes on elementary teachers who must deal with many subject matter areas. And the fourth issue raises the possibility that the vision of constructivist pedagogy, as presently recommended, if not mandated, locally and nationally, is strongly ideological and may impose, inappropriately, a dominant view of pedagogy on those who wish to operate differently.
Laboratory-based courses play a critical role in scientific education. Automation is changing the nature of these laboratories, and there is a long-running debate about the value of hands-on versus simulated laboratories. In addition, the introduction of remote laboratories adds a third category to the debate. Through a review of the literature related to these labs in education, the authors draw several conclusions about the state of current research. The debate over different technologies is confounded by the use of different educational objectives as criteria for judging the laboratories: Hands-on advocates emphasize design skills, while remote lab advocates focus on conceptual understanding. We observe that the boundaries among the three labs are blurred in the sense that most laboratories are mediated by computers, and that the psychology of presence may be as important as technology. We also discuss areas for future research.
This paper reports our experience in flipping a second-year undergraduate course on software architecture and integration, taught in the second course of a Software Engineering degree. We compare the application of the flipped-classroom methodology with a traditional methodology. Our study encompasses two academic courses, in the years 2017 and 2018, and involves a total number of 434 students and 6 lecturers, placing this among the largest studies on flipped-classroom to date. The paper also reports on the production of the videos used with the flipped-classroom methodology, recorded by the lecturers in informal settings, and provides several lessons learned in this regard. The results of the study, backed by a solid statistical analysis of the data, demonstrate the suitability of the flipped-classroom methodology for laboratory sessions in the subject course. Among other results, our analysis concluded that students had on average 24 more minutes per session to solve in-class exercises with the flipped-classroom methodology; more than 70% of the students considered that the quantity, duration and didactic content of the videos were (very) appropriate; and 9 out of every 10 students would prefer this methodology in the laboratory sessions of future courses rather than a traditional face-to-face approach.
Traditional teaching styles practiced at universities do not generally suit all students' learning styles. For a variety of reasons, students do not always engage in learning in the courses in which they are enrolled. New methods to create and deliver educational material are available, but these do not always improve learning outcomes. Acknowledging these truths and developing and delivering educational material that provides diverse ways for students to learn is a constant challenge. This study examines the use of video tutorials within a university environment in an attempt to provide a teaching model that is valuable to all students, and in particular to those students who are not engaging in learning. The results of a three-year study have demonstrated that the use of well-designed, assessment-focused, and readily available video tutorials have the potential to improve student satisfaction and grades by enabling and encouraging students to learn how they want, when they want, and at a pace that suits their needs.
Most science-based courses include practical experimental activity in the laboratory. Many academics and authoritative bodies would claim that a significant level of such activity is essential to the formation of technologists. This paper reviews the literature on laboratory practice. It also reports on an internal survey of staff and student perceptions of the practical work and its value in their courses in the School of Engineering at the Robert Gordon University, Aberdeen. It discusses the degree to which practices both within and outwith the School appear to match the declared aims of participants. It concludes by suggesting some strategies, which may lead to laboratory work becoming more effective.
This paper introduces a novel model of laboratory education, namely the TriLab. The model is based on recent advances in ICT and implements a three access modes to the laboratory experience (virtual, hands-on and remote) in one software package. A review of the three modes is provided with highlights of advantages and disadvantages of each mode. It is shown that recent literature on laboratory education recommends hybrid structures. Some literature has reported on the use of two modes hybrid structures, however, it is seldom reported to have triple access mode laboratory. This paper probably the first to report empirical findings of using the three components together. The virtual component of the TriLab has been mainly used in a preparation session for undergraduate students, while the remote component has been mainly used for demonstrating theory applicability in postgraduate courses. The empirical findings shows clearly the positive impact of the hybrid approach on students learning and motivation, these are discussed in light of pedagogical and cognitive psychology theories.
Experimental sessions in the Laboratory are usually preceded by instructional sessions where student participants are taught about the activities they will be doing in the laboratory. Despite this activity, many times students approach the actual experimentation in the laboratory as mere routine with an expected result. Hence, they are not mentally engaged rather expecting to follow strict procedures as written in the book (manual) and deliver as expected by the book. This is a hindrance to actual learning. This seminar considers an inquiry-based learning approach as a teaching technique for pre-laboratory sessions by Graduate Teaching Assistants which will help engage the undergraduate students more in laboratory activities for productive learning. This presentation is aimed at the Graduate Teaching Assistant (herein referred to as GTA) whose duty usually include preparing students for experimental sessions in the laboratory such as is obtained in MME 2285 (Experimental Methods), a course in Western’s Department of Mechanical and Materials Engineering. For a GTA in this course and similar courses in Engineering, the Professor expects the GTA to hold instructional (taught) sessions with the students ahead of the Laboratory session where he teaches them rudiments of the laboratory experiment and issues pertaining to the laboratory which the students might not grasp in the lecture room typically taught by the Professor. Usually, the lecture room by the professor follow the traditional teaching methods and some students when not able to understand what was taught assume they will understand once they undertake the experiment in the laboratory. However, this is not always the case, so it is important they understand it before actual experimentation commenced. For the GTA through whom students have a second chance at learning from the experimentation, it is usually better to adopt a different teaching method from that which the student earlier encountered in the lecture room. The proposed teaching method is Inquiry-Based learning (herein referred to as IBL) which deviates from the traditional method and engage the student more thereby helping them to understand while complementing what they had been taught as it engages their reasoning. Where students already understood the pre-laboratory sessions in the lecture room with the professor, further teaching through IBL by the GTA will help to engage the student more and help students to mentally adjudge the work they do in the laboratory during the actual experimentation. Ditto, in cases where student erroneously think they understood the first lecture, the IBL session with the GTA can help correct misconceptions and thus avoid/understand potential pitfalls during actual experimentations in the laboratory. Since IBL is question driven (Queen University Centre for Teaching and Learning), the GTA will be able to assess the level of understanding of students based on the teachings they have had with the professor. This enables the GTA to understand the specific needs of students as he undertakes the teaching session. The GTA could potentially benefit immensely from this teaching method in his capacity as a Graduate experimentalist as ideas deduced from doing IBL with undergraduate students could be a valuable input in the GTA graduate studies and research.
The fascinating world of photochemistry. Video tutorials for core concepts in science education
- R Brunnert
R. Brunnert et al., "The fascinating world of photochemistry. Video tutorials for core concepts in
science education," Educ. química, vol. 29, no. 3, pp. 108-117, 2018.
- Á Fidalgo-Blanco
- M L Sein-Echaluce
- F J García-Peñalvo
Á. Fidalgo-Blanco, M. L. Sein-Echaluce, and F. J. García-Peñalvo, "Informes nuevas tendencias:
Flipped Classroom, Flip Teaching, Aula Invertida, Aula Inversa," Grupo GRIAL, 2019.
Dinamización de las clases y evaluación formativa con WOOCLAP
- M F Morales Contreras
- M Herrera González
- R Vara
- J Alonso García
- Monge
M. F. Morales Contreras, M. Herrera González, R. Vara García, and J. Alonso Monge,
"Dinamización de las clases y evaluación formativa con WOOCLAP," 2022.
- J Marin
- S Brichler
- H Lecuyer
- E Carbonnelle
- M Lescat
J. Marin, S. Brichler, H. Lecuyer, E. Carbonnelle, and M. Lescat, "Feedback From Medical and
Biology Students on Distance Learning: Focus on a Useful Interactive Software, Wooclap®," J.
Educ. Technol. Syst., vol. 50, no. 2, pp. 188-200, 2021.