Learning In Engineering Education Research Articles

A technology training protocol for meeting QSEN goals: Focusing on meaningful learning.

The purpose of this paper is to describe and discuss how we designed and developed a 12-step technology training protocol. The protocol is meant to improve meaningful learning in technology education so that nursing students are able to meet the informatics requirements of Quality and Safety Education in Nursing competencies. When designing and developing the training protocol, we used a simplified experiential learning model that addressed the core features of meaningful learning: to connect new knowledge with students' prior knowledge and real-world workflow. Before training, we identified students' prior knowledge and workflow tasks. During training, students learned by doing, reflected on their prior computer skills and workflow, designed individualized procedures for integration into their workflow, and practiced the self-designed procedures in real-world settings. The trainer was a facilitator who provided a meaningful learning environment, asked the right questions to guide reflective conversation, and offered scaffoldings at critical moments. This training protocol could significantly improve nurses' competencies in using technologies and increase their desire to adopt new technologies.

Inquiring the Most Critical Teacher’s Technology Education Competences in the Highest Efficient Technology Education Learning Organization

Under the hyper-dynamic education situation, this research, in order to comprehensively explore the interplays between Teacher Competence Demands (TCD) and Learning Organization Requests (LOR), cross-employs the data refined method of Descriptive Statistics (DS) method and Analysis of Variance (ANOVA) and Principal Components Analysis (PCA) approaches to cross-analyze the empirical questionnaires of senior high schools in Changhua and Taichung regions in Taiwan from four brief analytical perspectives, including Individual Demand Competency (IDC), Professional Knowledge Competency (PKC), Resource Satisfaction Competency (RSC) and Cooperative Relationship Competency (CRC). Based on the results of evaluated measurements, the four most decisive TCDs for constructing the potential LOR are “reading competency for IDC”, “cross-subjects and empirical teaching competencies for PKC”, “convincing competency for RSC” and “cooperative competency” which is the most ponderable contribution of this research. Furthermore, in order to survive in the lowest birth-rate and highest democratic-rights education era, Taiwanese senior high schools must concretely put more school’s administrative resource and aggressively collect more sponsoring from non-for-profit education organizations and governmental education departments to provide a series of empirical and digital on-job certificate programs and training license courses to assist teachers to nurture these most critical TCDs including reading, cross-subjects and empirical teaching, convincing and cooperative.

Twitter Chats: Connect, Foster, and Engage Internal Extension Networks

The eXtension Educational Technology Learning Network (EdTechLN) has found Twitter to be an effective form of informal communication for routinely engaging network members. Twitter chats provide Extension professionals an opportunity to reach and engage one other. As the EdTechLN's experimentation with Twitter chats has demonstrated, the use of this technology can be a worthwhile method of engagement if suitable for the intended audience.

Scenario Based E-Learning in Electrical Engineering Education

The scenario based e-learning in Electrical Engineering Education Learning (EEEL) was developed by covering the scope and characteristics of all subjects and the competence unit of graduates in the field of pedagogy, professional, social and personality, with url addresed http://jpte-ft-unimed.edu20.org. The scenario incorporates the concept of Problem Based Learning (PBL) and Contextual Teaching Learning (CTL), by supporting of Information Communication Technology (ICT) to establish the competence of the students, from beginners to become proficient, as the teachers of electrical engineering, and the electrical technicians. Based on the analysis, it obtained the students’ learning motivation, the lecturers’ attitude in teaching, and the students’ learning outcome are tend to be high, and the competence of the students who used the model are better than not use.

Beyond the Walls of the Classroom: Introduction to the IJELL Special Series of Chais Conference 2017 Best Papers

Aim/Purpose: This preface presents the papers included in the ninth issue of the Interdisciplinary Journal of e-Skills and Lifelong Learning (IJELL) special series of selected Chais Conference best papers. Background: The Chais Conference for the Study of Innovation and Learning Technologies: Learning in the Technological Era, is organized by the Research Center for Innovation in Learning Technologies, The Open University of Israel. The 12th Chais Conference was held at The Open University of Israel, Raanana, Israel, on February 14-15, 2017. Each year, selected papers of the Chais conference are expanded and published in IJELL. Methodology: A qualitative conceptual analysis of the themes and insights of the papers included in the ninth selection of IJELL special series of selected Chais Conference best papers. Contribution: The presentation of the papers of this selection emphasizes their novelty, as well as their main implications, describes current research issues, and chronicles the main themes within the discourse of learning technologies research, as reflected at the Chais 2017 conference. Findings: Contemporary research goes ‘beyond the walls of the classroom’ and investigates systemic and pedagogical aspects of integrating learning technologies in education on a large scale. Recommendation for Researchers: Researchers are encouraged to investigate broad aspects of seizing the opportunities and overcoming the challenges of integrating innovative technologies in education. Impact on Society: Effective application of learning technologies has a major potential to improve the well-being of individuals and societies. Future Research: The conceptual analysis of contemporary main themes of innovative learning technologies may provide researchers with novel directions for future research on various aspects of the effective utilization of learning technologies.

Active Learning in Engineering Education: a (re)introduction

ABSTRACTThe informal network ‘Active Learning in Engineering Education’ (ALE) has been promoting Active Learning since 2001. ALE creates opportunity for practitioners and researchers of engineering education to collaboratively learn how to foster learning of engineering students. The activities in ALE are centred on the vision that learners construct their knowledge based on meaningful activities and knowledge. In 2014, the steering committee of the ALE network reinforced the need to discuss the meaning of Active Learning and that was the base for this proposal for a special issue. More than 40 submissions were reviewed by the European Journal of Engineering Education community and this theme issue ended up with eight contributions, which are different both in their research and Active Learning approaches. These different Active Learning approaches are aligned with the different approaches that can be increasingly found in indexed journals.

‘Here’s the iPad’. The BTEC philosophy: how not to teach science to vocational students

This research examines the delivery of scientific knowledge in vocational BTEC courses in terms of the concept of vocational pedagogy. It draws on empirical data from observations of teaching, semi-structured interviews and a documentary analysis of syllabuses from both A level and BTEC examining boards. Theoretical concepts of pedagogical knowledge as well as more recent concepts of how technology influences pedagogical techniques are used to investigate the way that technology is used in the teaching of scientific concepts in these vocational contexts. The initial hypothesis drawn was that the Further Education Learning Technology Advisory Group (FELTAG) established in 2013 was creating ‘shallow learning’ through the ineffective use of technology. As a result there was emerging a ‘BTEC philosophy’ of teaching science to vocational learners using learning technology (LT) as a ‘quick fix’ approach. However as the research progressed it became clear that one of the colleges involved had embraced the pedagogical uses of LT in an innovative way and that what was really lacking were strong ‘bodies of knowledge’ within the curriculum of vocational courses that had science within the curriculum.

Reflecting on the development of a new school subject: The development of technology education in New Zealand

The last 10 years have seen the production of curricula in Australia, the United Kingdom, USA, Canada, Hong Kong and New Zealand that emphasise the importance of students developing technological literacy. This paper traces the development of a new subject -technology education -in the New Zealand curriculum and explores the politics of development of a new subject as well as the theoretical stances and research that contributed to its development from 1992 until 2005. This paper outlines the various stages of development including curriculum development, teacher development, and the move to creating a classroom research agenda to enhance the teaching and learning in technology education. The paper reinforces the notion that significant gains can be made in curriculum, teaching, learning and assessment when research and development are conducted in an ongoing manner.

Software engineering education learning process for professional developers

In this modern era, software projects have been developed by more than one developer that may be on different division or even different organizations. This approach is already known as Join Application Development (JAD). The main problem on JAD is the effectiveness of collaboration and communication between developers. In software engineering, the communication and collaboration can be facilitated through a good project management and IT infrastructure. However, the approach still has challenges in the process of learning and knowledge sharing. For example, how to make sure that the developers have suf cient knowledge on a project. Furthermore, how developers know what they need to learn and what they need to share with the team members. This paper will propose an innovative teaching model for a software engineering education through software engineering education learning process on the organization. Software engineering education learning process will facilitate the developer team to identify, to learn, and to validate the software engineering education that needed to nish a software project. This model will utilize software development lifecycle (SDLC) as a timeline to integrate between learning process and project execution. The proposed model can be bene cial for project manager to make sure that the developers have suf cient knowledge to nish the project effectively.

Sentiment analysis in assessing mobile learning adoption in education sector

Mobile learning has been the latest educational learning technology which extends the benefits of e-learning from providing anywhere anytime learning to on the move learning. Though mobile learning is being increasingly popular amongst students due to the undisputed popularity of mobile phones amongst the youngsters, but there are still many apprehensions among the faculty fraternity in adopting or using it for teaching and other educational purposes. This paper discusses various sentiments and opinions of faculty about m-learning and its usage for educational purposes and also investigates use of sentiment analysis for analysing those sentiments. Sentiment analysis or opinion mining is an important research area which is recently being applied in various domains like marketing, businesses, etc., for understanding their behavioural patterns of the user or customer. This paper presents use of aspect level sentiment analysis for identifying and expressing the polarity of the faculty attitude and their opinions towards m-learning.

Sentiment analysis in assessing mobile learning adoption in education sector

Mobile learning has been the latest educational learning technology which extends the benefits of e-learning from providing anywhere anytime learning to on the move learning. Though mobile learning is being increasingly popular amongst students due to the undisputed popularity of mobile phones amongst the youngsters, but there are still many apprehensions among the faculty fraternity in adopting or using it for teaching and other educational purposes. This paper discusses various sentiments and opinions of faculty about m-learning and its usage for educational purposes and also investigates use of sentiment analysis for analysing those sentiments. Sentiment analysis or opinion mining is an important research area which is recently being applied in various domains like marketing, businesses, etc., for understanding their behavioural patterns of the user or customer. This paper presents use of aspect level sentiment analysis for identifying and expressing the polarity of the faculty attitude and their opinions towards m-learning.

The Reform of English Teaching Situation and Practice of University Based on the Theory of Constructivism

Since twentieth Century 90 years, Constructivism Based Virtual Learning Environments (VLE) has been a hot topic in the field of educational technology learning environment research. However, since 2004, with the rapid develop- ment of all kinds of social software Web2.0 technology, coupled with the advent of the era of knowledge explosion and the pursuit of personalized learning (Personalized), in the face of the era of knowledge of digital learning new appeal and the social demands for talents, in the rich tools, rich resources of today, how should we the reform of learning, to try to di- versification and individuation in professional development, and the self can successfully molded in various fields and the practice of industry elite? Such a society, the individual is faced with a variety of network learning environment, it more uncertain. But the only and can be determined, is to establish their own side of the learning environment, that is, personal learning environment. Since 2004 the personal learning environment (PLEs) concept since the spread of PLEs in China, is still in its infancy, but the theoretical model and practical application and operation of small, is also not mature enough. All of the above considerations, the research and the ecological trend of thoughts on Education (PLEs is one) increasing effect. This paper mainly carried out the following research work. First of all, through the analysis of elements and func- tions of PLEs is introduced; secondly, from the point of view of the study of metaphor, PLEs construction process of the analysis, to explore the basic principles, the theoretical model and the main form of PLEs construction, and puts forward concrete strategies accordingly; finally, selecting the right PLEs construction case, according to the interview of his depth and learning tracking, sort out the successful learning experience, in order to test the validity and rationality of the PLEs construction model and strategies.

The effects of students' motivation, cognitive load and learning anxiety in gamification software engineering education: a structural equation modeling study

Past research has proven the significant effects of game-based learning on learning motivation and academic performance, and described the key factors in game-based design. Nonetheless, research on the correlations among learning motivation, cognitive load, learning anxiety and academic performance in gamified learning environments has been minimal. This study, therefore, aims to develop a Gamification Software Engineering Education Learning System (GSEELS) and evaluate the effects of gamification, learning motivation, cognitive load and learning anxiety on academic performance. By applying Structural Equation Modeling (SEM) to the empirical research, the questionnaire contains: 1. a Gamification Learning Scale; 2. a Learning Motivation Scale; 3. a Cognitive Load Scale; 4. a Learning Anxiety Scale; and 5. an Academic Performance Scale. A total of 107 undergraduates in two classes participated in this study. The Structural Equation Modeling (SEM) analysis includes the path directions and relationship between descriptive statistics, measurement model, structural model evaluation and five variables. The research results support all nine hypotheses, and the research findings also show the effects of cognitive load on learning anxiety, with strong learning motivation resulting from a low learning anxiety. As a result, it is further proven in this study that a well-designed GSEELS would affect student learning motivation and academic performance. Finally, the relationship model between gamification learning, learning motivation, cognitive load, learning anxiety and academic performance is elucidated, and four suggestions are proffered for instructors of software engineering education courses and for further research, so as to assist instructors in the application of favorable gamification teaching strategies.

An Empirical Study on the Implementation and Evaluation of Gamifying Learning Motivated Achievement Model

Researchers of game-based learning have often suggested that learner’s motivation beliefs about learning achievement would likely affect their use of game-based learning strategies and ultimate success in learning. However, research which has empirically documented the link between gamification, motivation, and cognitive load is scant. Therefore, the aim of this article attempts to explore how gamification, motivation, cognitive load will affect learning achievement, and their use of Gamification Software Engineering Education Learning System (GSEELS) are related. This research involved empirical study, comprised of four sets of questionnaires concerning gamification, motivation; cognitive load and learning achievement. Tow intact class of 107 college students participated in the study. The structural equation modeling (SEM) analysis was conducted through descriptive statistics, measurement model evaluation and structured model evaluation in order to indicate the direction and relationship between the four sets of variables. The research result shows that 5 out of 6 hypotheses are supported and merely 1 hypothesis is false. Well-design GSEELS will affect student learning motivation and achievement. To conclude, this study may be important in explaining the relationship between gamification, motivation, cognitive load, as well as in suggestions for teaching and learning four aspects with a better understanding of how teacher’ beliefs about SE education related to their strategy use.

Open Educational Resources: Developing and Evaluating in Master of Educational Technology Learning´s Students

The purpose of this research was to develop and evaluate one Open Educational Resources (OER), identifying: (a) instructional design strategy to facilitating the meaningful learning, (b) build an OER about making concept map with quality and (c) evaluate it and contribute to OER debates. This investigation was conducted in a Mexican University (Master of Technology Learning). The epistemological orientation was a constructivist philosophical stance, research paradigm used was mixed. The method used was Educational Technology Research and Development (RD (2) a small group tryout with eight students; and (3) a field trial with a whole class of learners (twenty students).After, we did a summative evaluation by seven experts. The participants were eighteen students. The research findings were: a new OER was created to facilitate the meaningful learning about making concept map, summative evaluation was conducted an evaluation about the OER´s design strategy by seven experts to provide a professional and qualified judgment and to determine the overall value of the instruction, an analysis and interpretation of the evaluations. The instruments were questionnaires.

Mobile Learning: A Systematic Review

ABSTRACT In the recent years, exploring the use of mobile technology to support learning is the key challenge for educators and instructional designers. However, there is little literature that examines the dimensions of mobile learning domain for both the researchers and instructional designers, and focuses on the effective use of the latest mobile learning technologies for education. This study takes a systematic approach to review the literature and provides a more comprehensive analysis and synthesis of articles from the year 2003 to year 2014. Findings in this study reveal that most highly-cited articles are found to focus on the evaluations of mobile learning systems and their design. Experimental methods are found to be the primary research methods for the evaluation of m-learning systems. PDAs, handhelds are currently the most widely used devices for mobile learning but these are expected to be replaced by emerging technologies. The results of this study may provide comprehension for researchers and educators into research trends in mobile learning.

Education Technology Policy In Teaching And Learning

This research is to develop a Education Policy Technology in teaching and learning. The process of developing policies work involves the Delphi technique works. The Delphi Technique implementation process chosen by the researcher which it involves five rounds? Seven qualified experts appointed by the expertise and have the criteria in the policy area. The policy was developed based on the standards ISO 27001 and Security Policy Information and Communication Technology for the Public Sector by MAMPU (Malaysia Administrative Modernization and Management Planning Unit) . Integrated Model Delaney in Development Policy adopted by researchers for the process of developing the policy area. Future policy development outcomes can be applied at the Institute of Teacher Education In Malaysia (ITEM) and indirectly provides a guide to future teachers who will be placed in primary schools as their guide in conducting teaching and learning in technology education. The final formulation of collecting data represent the opinions and comments of experts which will be used as a complete production of the draft policy.

기업의 융합역량이 경영성과에 미치는 영향

Abstract Modern society is rapidly going digital as blowing hot air about it Convergence castration. Iran fusion product management, technology, and services such as free from black-and-white logic of various activities such as management of alternative recognition by further series of management innovation in the way of trying to fill the other gaps win-win. In addition, the company is to survive through the creation and unceasing. Performance of firms in contemporary globalization, which is still more sensitive. In this study, based on the fusion needs of the enterprise and explores how this convergence competencies affect to business performance. Results showed that the fusion capacity is affecting the financial performance and non-financial performance. That fusion technology education learning capability and convergence capabilities appeared to affect the financial performance and non-financial performance.Key Words : Convergence, Convergence Business, Business Performance, Convergence Capabilities

Effective learning in technological education

Objective of the study is to support the work of the teacher to overcome the difficulties in learning in technological training. Object of study - training home life and equipment 1 - 4 grade and subject - methodical solutions for effective learning. On the basis of its exploration activity suggest methodological solutions for effective learning in the context of changes in social development. With examples illustrate the practical possibilities for implementing these decisions. We believe that the presented methodological solutions are not only possible, but a step towards the realization of subject-subjective relations in education and achieving effective learning.

Web 2.0 Technologies and Building Online Learning Communities: Students' Perspectives

The purpose of this action research was to explore students’ perspectives regarding using Web 2.0 technologies to develop a community of learners. The course described in this study was a fully online course in an Educational Learning Technologies master’s program at a medium-sized university in the U.S. Southwest. A variety of Web 2.0 tools (Twitter, Google Docs, Skype, blogs, and wikis) were used throughout the course to enhance students’ sense of community. The methods of data collection in this study included students’ reflective journaling activities, the researcher’s journal and field notes, and students’ comments on each other’s reflections. Students indicated that using Google Docs, wikis, blogs, and Twitter gave them a sense of a learning community while using Skype did not. Google Docs and wikis had the most impact on students’ sense of a learning community in the course. Findings suggest that faculty interested in building learning communities in online environments need to use variety of Web 2.0 technologies in order to make students aware of those technologies’ promise for supporting communication.