ethanporcaro/eric-fulltext-meta huggingface dataset:
Student Use of the Tablet PC: Impact on Student Learning Behaviors
Author: Amelink, Catherine T.
Date: 2012-00-00
Type: Journal Articles
Subjects: Handheld Devices,Technology Uses in Education,Educational Technology,Engineering Education,Undergraduate Students,College Faculty,Learning Strategies,Learner Engagement,Student Motivation,Online Surveys,Questionnaires,Likert Scales,Student Characteristics,Statistical Analysis,Thinking Skills,Critical Thinking,Correlation,Course Selection (Students)

Pedagogical approaches that incorporate learning technologies into lessons and coursework have had promising results in relation to students' motivation to learn. Tablet PCs have been identified as one form of instructional technology that can facilitate learning among engineering undergraduates since this medium allows for drawing on the computer screen, a potentially valuable way for students to annotate prepared lesson documents, replicate graphs and other visual content, and take and share notes that include diagrams. This study examines the degree to which student and faculty use of the Tablet PC is linked to important student learning behaviors. Results of the study reveal that frequency of student use of the Tablet is related to increased engagement in engineering courses. Practitioners can use this information when considering what instructional technology to utilize in engineering courses and what pedagogical approaches to pair the technology with in order to facilitate student learning.
The Efficacy of Screencasts to Address the Diverse Academic Needs of Students in a Large Lecture Course
Author: Pinder-Grover, Tershia
Date: 2011-00-00
Type: Journal Articles
Subjects: Tutorial Programs,Computer Mediated Communication,Electronic Learning,Student Needs,Large Group Instruction,Lecture Method,Teaching Methods,Educational Technology,Engineering Education,Instructional Effectiveness,Student Surveys,Student Attitudes,Use Studies,Grades (Scholastic),Statistical Analysis,Statistical Significance,Science Education,Concept Formation,Majors (Students),Student Diversity,Assignments,Student Characteristics,College Students

In large lecture courses, it can be challenging for instructors to address student misconceptions, supplement background knowledge, and identify ways to motivate the various interests of all students during the allotted class time. Instructors can harness instructional technology such as screencasts, recordings that capture audio narration along with computer screen images, to supplement the lecture with content that addresses the diversity in student academic backgrounds, motivations, and interests, to extend the classroom experience, and reach the individualized needs of students. This study documents the strategic use of screencasts in a large introductory Materials Science and Engineering (MSE) course, and examines their impact on student usage and course performance. To assess the efficacy of screencasts, students were surveyed to determine how they used screencasts and whether they perceived these resources to be helpful. In addition, we correlated student usage based on website hits with student performance (e.g. final grade) to determine statistical significance. Since the course is comprised of students from different academic and social backgrounds, we also analyzed usage and performance patterns for particular student subgroups. The results indicate that students perceive the screencasts to be helpful and tend to use the resources as a study supplement. Overall, usage of screencasting in its various forms is positively and significantly correlated with course performance as indicated by the final grade. The most substantial gains were found for students with the least amount of prior exposure to concepts in the course material. These results indicate a potential for screencasts to address the various academic needs of students in a large lecture environment.
Practitioner Reflections on Engineering Students' Engagement with e-Learning
Author: Chang, Rosemary L.
Date: 2011-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Engineering Education,Learner Engagement,Electronic Learning,Case Studies,Reflection,Outcomes of Education,Teaching Methods,Video Games,College Faculty,Workshops,Undergraduate Students,Experiential Learning,Computer Simulation,Computer Software,Role Playing,Computer Assisted Instruction,Laboratories,Foreign Countries

This paper reports on an investigation of student engagement with e-learning, using practitioner reflection as a lens. Five e-learning practitioners each provided a case study from their teaching, which was the focus of practitioners' reflective accounts. Each of the practitioners had used e-learning as a way of promoting both learning and engagement in their classrooms, and while the contexts in which they worked were varied, there were some emergent similarities in their experiences. The practitioners' reflections show that e-learning is used as a tool to promote various types of engagement from engineering students; indeed, students' engagement in some cases evolved beyond that which the practitioners had intended or anticipated. While the intended outcomes were certainly achieved, other emergent changes in student engagement were reported by the practitioners.
Online Resource Utilization in a Hybrid Course in Engineering Graphics
Author: Wiebe, Eric N.
Date: 2011-00-00
Type: Journal Articles
Subjects: Engineering Education,Graphic Arts,Computer Graphics,Blended Learning,Educational Innovation,Integrated Learning Systems,Internet,Educational Resources,Supplementary Reading Materials,Correlation,Outcomes of Education,Textbooks,Tests,Electronic Learning,College Students,Sequential Learning

This presentation focuses on an ongoing instructional innovation research and development project centered around the development of a blended, online and face-to-face introductory engineering graphics course. The work presented here is an in-depth analysis of how students make use of the online resources to supplement the instructional support they receive in class. The researchers were particularly interested in answering questions concerning not only &quot;what&quot; resources were accessed, but &quot;in what order&quot;, and whether there is any statistical correlation to &quot;learning outcomes&quot;. In this study, the focus was on resources related to the textbook materials and quizzes and tests associated with this material. The data being analyzed was collected from 180 students taught by two different instructors over one semester. Background on the project, analysis of Moodle log file data, along with recommendations for further refinement of instructional strategies will be presented.
1Malaysia English Reflects Unity
Author: Thirusanku, Jantmary
Date: 2014-00-00
Type: Journal Articles
Subjects: Qualitative Research,Foreign Countries,Linguistic Borrowing,English (Second Language),Second Language Learning,Second Language Instruction,Indonesian Languages,Language Teachers,Classification,Identification,Chinese,Dialects,Indonesian,Code Switching (Language),Indo European Languages,Dravidian Languages,Language Research,Morphemes,Official Languages,Cultural Pluralism,Multilingualism,Second Languages,Language Usage,Teaching Methods

The main aims of this qualitative study are to identify and categorise the types of lexical borrowings from the three main Malaysian languages which are the Malay language, Chinese dialects and Indian languages used by 203 ESL teachers, to what extent these lexical borrowings are used and for what reasons. This study has identified a new category known as prefixation and collected 483 lexical items over a period of one year that is, from December 2011 to November 2012. The findings of this study show that the ESL teachers mainly use the lexical items from the Malay language more frequently as it is the official language and has a prestigious placing. Since unity in diversity is encouraged, 1Malaysia English will further unite the Malaysians and thus accept the 1Malaysia concept with a more open and positive mind.
The Case Study Technologies as the Means of Competency Building Approach Realization in Higher Education of Russia
Author: Abdrafikova, Albina R.
Date: 2014-00-00
Type: Journal Articles
Subjects: Case Studies,Intercultural Communication,Experimental Groups,Control Groups,English (Second Language),Second Language Learning,Second Language Instruction,Self Actualization,Personality Traits,Learning Motivation,Educational Trends,Social Influences,Foreign Countries,Universities,College Students

The problem of increasing education efficiency in Russian high school under the condition of well-organized educational process with using &quot;Case-study&quot; technology is considered in the article. The article is devoted to the methodology of case study, and especially its implementation in Kazan Federal University, the Institute of Philology and Intercultural Communication. The experiment was held in two groups (experimental and control) diagnosing communicative, social, occupational and educational cognitive motives and motives of self-actualization, avoiding failure and prestige. The study was conducted in such disciplines as &quot;English Language&quot;, &quot;Training and education in the field of foreign languages&quot;. To measure the number of observed qualities of student's personality the diagnostic technique level of formation of students learning motivation was selected. The resulting figures revealed a positive trend from the use of case technology in the classroom with students.
Measuring Engagement as Students Learn Dynamic Systems and Control with a Video Game
Author: Coller, B. D.
Date: 2011-00-00
Type: Journal Articles
Subjects: Engineering Education,Learner Engagement,Video Games,Quasiexperimental Design,Undergraduate Students,Concept Formation,Teaching Methods,Student Characteristics,Context Effect,Enrollment Trends,Mechanics (Process),Surveys,Student Attitudes,Likert Scales,Factor Analysis

The paper presents results of a multi-year quasi-experimental study of student engagement during which a video game was introduced into an undergraduate dynamic systems and control course. The video game, &quot;EduTorcs&quot;, provided challenges in which students devised control algorithms that drive virtual cars and ride virtual bikes through a simulated game environment. Engagement was conceptualized through the theoretical framework of flow and measured with a technique called the Experience Sampling Method. The study compared engagement and other experiential measures in the last year before the game was introduced and in the year in which the game was fully implemented for the first time. Furthermore, the investigation made attempts to find connections between in-the-moment engagement and characteristics of students and situational factors. Finally, the study compared enrollment rates into an advanced level dynamic systems and control course across years, comparing the percentage of students taking the game-based course who chose to pursue the subject further to that of students who took the course without the game.
Blended Teaching and Learning of Computer Programming Skills in Engineering Curricula
Author: El-Zein, Abbas
Date: 2009-00-00
Type: Journal Articles
Subjects: Blended Learning,Engineering Education,Web Based Instruction,Programming,Teaching Methods,Online Courses,Computer Software,Qualitative Research,Student Attitudes,Statistical Analysis,Cost Effectiveness,Outcomes of Education,Undergraduate Students,Feedback (Response),Questionnaires,Foreign Countries

Many engineering schools include computer programming as part of a first-year course taught to large engineering classes. This approach is effective in rationalizing resources and improving the cost-effectiveness of course delivery. In addition, it can lead to wholesale improvements in teaching and learning. However, class sizes and the variety of student backgrounds can lead to difficulties in achieving learning outcomes. Flexible learning has been shown to be potentially effective in addressing such issues. We describe the design and development of a WebCT-based self-practice online tool (SPOT) to support student learning of programming. The tool is divided into three components: a) programming syntax, b) understanding the way computer programs work and c) writing computer programs. We discuss the integration of the tool into the learning flow and its role in assessment. We present qualitative and quantitative data on student reactions to the tool and its usefulness in achieving learning outcomes cost-effectively.
Implementing and Assessing the Converging-Diverging Model of Design in a Sequence of Sophomore Projects
Author: Dahm, Kevin
Date: 2009-00-00
Type: Journal Articles
Subjects: Engineering Education,Student Projects,Design,Undergraduate Students,Models,Comparative Analysis,Instructional Effectiveness,College Instruction,Student Improvement,Group Activities,Courses,Curriculum Development,Technical Writing

This paper discusses a sophomore-level course that teaches engineering design and technical writing. Historically, the course was taught using semester-long design projects. Most students' overall approach to design problems left considerable room for improvement. Many teams chose a design without investigating alternatives, and important decisions were made without a quantitative analysis. The faculty team addressed this shortcoming by 1) replacing the semester-long project with a sequence of design projects, and 2) presenting a converging-diverging approach to design, modeled after a paper by Dym et al. [1] Students were required to document their design approach in detail, showing specific evidence of divergent design and convergent design and specific rationale for the final decisions resulting from these processes. This paper explains the convergent-divergent design model, provides a description of the design projects, and presents a comparative assessment that demonstrates the new course organization led to dramatic improvement in student performance.
The Role of NSF's Department Level Reform Program in Engineering Education Practice and Research
Author: Daniels, John L.
Date: 2011-00-00
Type: Journal Articles
Subjects: Engineering Education,Educational Practices,Educational Research,Science Course Improvement Projects,Curriculum Enrichment,Incentive Grants,Public Agencies,Consortia,Educational Change,Program Descriptions,Program Implementation,Learning Modalities,Thematic Approach,Summative Evaluation,Change Strategies,College Programs,Partnerships in Education,Intercollegiate Cooperation

Engineering education directly supports the nation's capacity for economic growth, infrastructure renewal, and security, as well as environmental and human health. Numerous reports have recommended federal support to advance our understanding of how students learn, how faculty teach, and how teaching and learning are assessed. The U.S. National Science Foundation (NSF) funded eight Engineering Education Coalitions comprising 49 universities from 1990 to 2005 to encourage implementation of report findings. The NSF Department Level Reform (DLR) program was designed to build on the efforts of the coalitions with funding provided to 20 universities to reformulate and update their engineering programs from 2004-2008. In this paper, the authors provide a brief summary of the coalition effort, an overview of the DLR program, highlights from selected DLR implementation efforts and comments on future directions of engineering education and research.
The Human Dimension of Systemic Department-Level Change: A Change Agent's Retrospective on a Case of Reform
Author: Vanasupa, Linda
Date: 2011-00-00
Type: Journal Articles
Subjects: Educational Change,Departments,Change Agents,Engineering Education,College Faculty,Program Effectiveness,Curriculum Development,Decision Making,Anxiety,Leadership Styles,College Curriculum,Academic Persistence,College Students,Teacher Response

This paper represents a narrative of the process of department-level reform through the eyes of the initiating agent of change. Over the course of reform, our program has grown by 40%, primarily through retaining students. We exhibit a 10% net important rate of engineering students in the first two years of the curriculum relative to the college's 5% mean export rate. Student freshmen SAT scores also indicate that we are attracting students with more balanced learning interests. The design of our Department Level Reform grant was to advance the knowledge of how to design engineering learning experiences that accomplish two social imperatives: retaining women and other underrepresented groups in the engineering degree programs; and equipping engineers to solve the technical challenges in the context of our complex global society. There is evidence that we are fulfilling our aims, but time will tell. This paper is focused on the impact that our reforms have had on the faculty. In the process of reform, I have emerged with these convictions: 1. Decisions are not made by data but by examining consequences against our values; 2. Humans should not be viewed or treated like mechanistic objects; 3. Structural changes that do not proceed from changes in mental models will not survive; 4. The anxiety around change must be mindfully managed at multiple stakeholder levels; and 5. Sustained change requires interactions with external agents. In this paper, I chronicle the process of change, the agents of change, their actions, and some of the results by the numbers. I also reflect on the meaning and provide recommendations.
Service-Learning Integrated throughout a College of Engineering (SLICE)
Author: Duffy, John
Date: 2011-00-00
Type: Journal Articles
Subjects: Service Learning,Engineering Education,College Students,Qualitative Research,Statistical Analysis,Teaching Methods,Surveys,College Faculty,Undergraduate Students,Teacher Attitudes,Student Attitudes,Questionnaires,Interviews,Focus Groups,Likert Scales,Student Recruitment,Student Motivation,Teamwork,Communication Skills,Instructional Effectiveness

In the fall of 2004 a college began a program to integrate service-learning (S-L) projects into required engineering courses throughout the curriculum, so that students would be exposed to S-L in at least one course in each of eight semesters. The ultimate goal is to graduate better engineers and more engaged citizens and to improve communities, i.e., to engineer the common good. Four of the degree programs have achieved on average one course each semester, with an actual coverage of 103 out of 128 semester courses, or 80% coverage. Of the 32 required courses in the academic year that had an average of 753 students each semester doing S-L projects related to the subject matter of the course, 19 of the courses (60%) were considered engineering science, that is, not explicitly design or first-year introduction courses. More than fifty courses having S-L components have been offered under the program. Over two-thirds of the students and faculty members expressed agreement with the basic idea of SLICE, with about 15% opposed. Twenty-three percent of entering students cite S-L as one of the reasons for enrolling in engineering at UML, and more than two-thirds of the students reported that S-L helped keep them in engineering. The program represents perhaps the largest experiment with S-L in mainstream engineering courses in terms of courses, students, and faculty. This approach included an inquiry addressing a number of programmatic and research questions, which are posited and &quot;tested&quot; with quantitative and qualitative data.
Model-Eliciting Activities (MEAs) as a Bridge between Engineering Education Research and Mathematics Education Research
Author: Hamilton, Eric
Date: 2008-00-00
Type: Journal Articles
Subjects: Engineering Education,Mathematics Education,Educational Research,Models,Problem Solving,Teamwork,Undergraduate Students,Introductory Courses,Teaching Methods,Reflection,Misconceptions,Educational Technology,Ethics,Program Implementation,Self Evaluation (Individuals),Systems Approach,Case Method (Teaching Technique)

This article introduces Model-Eliciting Activities (MEAs) as a form of case study team problem-solving. MEA design focuses on eliciting from students conceptual models that they iteratively revise in problem-solving. Though developed by mathematics education researchers to study the evolution of mathematical problem-solving expertise in middle school students, MEAs are increasingly used in undergraduate engineering at the introductory course level, and are the subject of several NSF grants to expand their implementation. A primary implementation challenge involves finding appropriate blends of MEAs with other pedagogies. Current research and development efforts include five areas of expanding the theoretical and empirical scope of the MEA construct. These include development and use of &quot;Reflection Tools,&quot; a device to nurture problem-solving personalities; implementation of current and futuristic learning technologies; elicitation and repair of misconceptions among undergraduates; development of engineering students' ethical frameworks; and implementation of the elicitation model in higher level engineering courses.
Using a Role-Play Video to Convey Expectations about Academic Integrity
Author: Bullard, Lisa G.
Date: 2011-00-00
Type: Journal Articles
Subjects: Role Playing,Video Technology,Expectation,Integrity,Cheating,Ethics,Chemical Engineering,Instructional Effectiveness,Teaching Methods,College Students,Attitude Change,Student Attitudes,College Faculty,Teacher Attitudes

We have developed an instructional video that uses role-play to illustrate the differences between acceptable behavior and cheating on assignments. Since we began showing it in an introductory chemical engineering course, the average number of confirmed instances of cheating decreased slightly, but the average percentage of students who were caught cheating and appealed our accusation to the campus Judicial Board dropped from 24% pre-video to 1% post-video. We conclude that the video makes students aware of what constitutes cheating in our course, may reduce the incidence of cheating, and increases the likelihood that students who are caught cheating will admit their fault and accept the penalty.