Online-Journals.org (International Association of Online Engineering)
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Innovative Proposed Model between Formative Research and Accreditation of Engineering Programs
Get PDFPeruvian universities by the university law 30220 are required to have their research center to obtain their licensing and optionally obtain accreditation for educational quality. The research study aims to propose an innovative model that relates the informative research of the students of the Systems Engineering and Computer and Electronics Engineering program with the accreditation. The soft systems methodology and the Maltese cross, based on the systemic approach, were used for the development of the study. The study is qualitative in approach; the interview technique was used with 15 stakeholders, using Atlas Ti22 for its analysis. The result obtained was based on the evaluation by experts, considering criteria such as clarity, coherence, relevance and consistency of the proposed model of the relationship between formative research and accreditation; obtaining an average value of 92.5%. In this way, it is considered approved since it must be higher than 75%. It was concluded that the proposed model is coherent since it articulates the investigative courses from the first semester to the last semester and relates in an articulated way with the elements of accreditation. The contribution of the research is to the university educational sector that can adapt the proposed innovative model according to the educational model of their university.
 
The Effect of Group Size on Cognitive and Behavioural Students' Engagement
No full textThe size of the group is an important subject to discuss, especially in light of the challenges that appear with the trend toward large institutions with large student bodies in higher education, including the quality of student integration and the quality requirements that higher education must meet in light of the high qualifications demanded by the world of employment. In this study, we examine the effect of learning-group size on students’ cognitive and behavioral engagement. In a quantitative approach, a questionnaire survey is used to collect data from 234 students at the Hassan II University in Casablanca. The purpose of this research is to demonstrate the influence of group size on students’ cognitive and behavioral engagement. The participants were separated into 140 students in large groups and 94 small groups. A questionnaire measured the impact of group size on participants’ cognitive and behavioral engagement and had a Cronbach’s alpha value of 0.9. According to the study’s findings, group size should be taken into account because it affects most factors related to cognitive and behavioral engagement. To increase student involvement and boost their academic achievement, it is advised that more empirical research should be done in order to develop pedagogical strategies to control this difference much better
Teacher Educators’ Attitudes Towards Using Digital Technologies for Learning and Teaching: The Case of Slovenia
Get PDFThis study aimed to identify teacher educators’ attitudes towards using digital technologies in teaching and learning and their self-reported proficiency in using digital tools. It also explored whether and how attitudes towards the use of digital technologies in education predict selfreported proficiency in the use of digital technologies. Sixty-one teacher educators completed a “teachers’ attitudes towards the use of digital technologies in education” questionnaire. The results point to the fact that the teacher educators self-reported being more proficient in using digital technologies that do not demand an advanced level of competence; a lower level of proficiency was reported in using digital technologies that included the co-construction and co-creation of teaching and learning materials
Philosophical Background of Computational Thinking
Get PDFThe presented study deals with the philosophical background of computational thinking, which is currently widespread in educational programs across all types of education. The current era is characterized by a turn to the digital environment, which is organized especially by algorithms and the collection of big data. New technologies have literally become the backdrops of our everyday life. The problem, however, is that society uses new technologies as black boxes, which also leads to the fact that it is difficult to adequately interpret and change this technological totality (technological or digital sublime). Computational thinking thus offers a cognitive tool for navigating this technological turn. It also seems that computational thinking can serve as a flexible thinking tool in the context of Society 4.0
Online Teaching Quality Evaluation: Entropy TOPSIS and Grouped Regression Model
Get PDFWith the continuous progress in Chinese higher education, the quality of online teaching has become the key to influencing that of the operation and reputation of universities and colleges. Nevertheless, the results of traditional teaching quality evaluation methods are considerably influenced by objectivity due to limitations in single-index and outdated methods. Hence, the construction of a reasonable online teaching quality evaluation model for universities and colleges presents important research significance to optimize the existing evaluation process. An online teaching quality evaluation index system for teachers at 26 observation points was set up from the perspectives of teaching objectives, process, and effect. The Technique for Order Preference by Similarity to Solution (TOPSIS) scores of 215 teachers from six universities in Henan Province, China, were evaluated using the entropy TOPSIS method. In addition, the significance of influencing factors in the ranking results of online teaching quality by teachers was analyzed using a hierarchical regression model. Results demonstrate that the weights of teaching attitude, teaching contents, and cognitive objectives were the highest and occupied the top three positions with weights of 14.94%, 12.99%, and 12.96%. By using three level-1 indexes of teaching objectives, process, and effect as the explanatory variables, students’ scores for teachers are all significant under the 1% level. According to the Chow test, the results are F (4, 207) = 2.725 and p = 0.031 < 0.05, indicating that using the online teaching duration of teachers as a grouping variable brings structural changes. Results can optimize online teaching quality evaluation and provide scientific references to evaluate the teaching quality of teachers
The Effect of Using iPad Apps in Developing Components of Cooperative Learning Among Students During the COVID-19 Pandemic
Get PDFThe purpose of this research is to investigate the effects of iPad use in the enhancement of structure and factors of interactional education among students during the COVID-19 pandemic. In this respect, the educational community that emphasized using interactional traditional methods imposed social distancing due to rapid global changes in recent years and the COVID-19 pandemic. This directly affected the traditional educational methods, and many students were deprived of the positive effects of interactional education. For all the aspects of education to achieve their goals, electronic applications were used in education to fully accomplish the results of public education and specifically achieve interactional training. Modern studies and investigations recommend following scientific methods about the effects of technology, in general, and iPad applications, in particular. We investigated the consequences of learning from peer groups and interactional education. The results showed that students prefer interactional and cooperative learning to individual education. Finally, it is important to study the effect of using iPad applications in improving and updating educational interactional resources for students. In this research, we try to answer the question What is the effect of electronic applications on the improvement of interactional educational lessons among students during the COVID-19 pandemic? We studied the ways that students had access to the iPad during the course and the effectiveness of the resulting education as well as the reasons for what was or was not effective
Distance Learning: GeoGebra-Learning Videos to Improving Mathematical Communication Ability
Get PDFThis study aims to use the GeoGebra application as a learning aid and ascertain the efficacy of learning videos in calculus education. Using a mathematical communication test, the research employs a quantitative approach and a quasi-experimental technique to acquire data. This study’s sample is a second-year student enrolled at a Serang-Banten university. The sample is comprised of two divisions. One class is utilized for the control group of 25 pupils and another for the experimental group of 30. In the control group, students were only taught in an online learning environment using the Zoom Meet application without explaining GeoGebra-learning videos. The findings show differences in the increase in mathematical communication skills of students who study online using GeoGe-bra-learning videos (the experimental group) and those who get online learning without using GeoGebra- learning videos (the control group). Thus, GeoGebra-learning videos are a learning support tool that can improve students’ mathematical communication skills
Influence of Learning Intervention on Online Learners’ Performance
Get PDFWith the expansion of the online learning scale and the rapid development of learning analysis techniques, learning systems can completely record learners’ online learning behavior. What types of learning intervention measures can influence learning performance? How is the intervention working? The above questions are the focus of online courses and emphasize improving the online learning effect. In this research, 96 undergraduates (Classes 1 and 2, Grade 2) majoring in civil engineering and enrolled in the Engineering Surveying online course at the College of Transportation Engineering, Huanghe Jiaotong University, Henan Province, were selected as the research objects and randomly divided into two groups (the experimental group (N = 48) and the control group (N = 48)). Then, conducted a 15-week sustained intervention study through quasi-experimental research, and verified the effectiveness of different types of intervention measures on the learners’ learning performance. Next, a one-way analysis of variance was conducted, based on the pretesting of the performance data, the quality of online discussion posts, the effective learning duration, and the online final test results. Research results showed no obvious differences between the experimental group and control group in the online final test results from the previous semester (P = 0.347). The online learners’ learning performance was influenced by three aspects of the learning intervention, that is, apparent differences in the posting quality in the learning prompt intervention (T = 8.23, P < 0.01), the online learning duration in the process monitoring intervention (T = 23.19, P < 0.01), and the online final test results in the achievement incentive intervention (T = 6.08, P < 0.01). The research results have an important reference value for implementing intervention strategies in the online learning environment, judging the effectiveness of such strategies according to curve changes in performance, and using the mass data of learners recorded by online learning platforms
Validation of a Didactic Model for the Understanding of Academic Texts in Virtual Higher Education
Get PDFAcademic literacy is a crucial aspect of education, yet assessing it remains a challenge for universities in knowledge management. This research focuses on how to support Colombian university students in understanding academic texts in virtual learning environments. To address this issue and fill a gap in the literature, the main objective of this study is to propose a model for assessing academic literacy in virtual learning environments, using the Delphi method as a validation tool. A panel of language experts from various Latin American countries was convened to ensure a diverse and representative perspective of the region for this study. The research involved the participation of 15 experts with doctoral degrees from different countries, which allowed for a broad and heterogeneous perspective on academic literacy in virtual learning contexts in Latin America. Each of the participants contributed their knowledge and experience in the language area. In the results, ten key elements were identified and distributed in different subconstructs that allow for a comprehensive evaluation and improvement of academic competence in virtual learning environments. The identification of these elements provides teachers and university management personnel with a reliable and precise tool for evaluating students’ competence levels in virtual learning environments and designing effective pedagogical strategies to improve their academic performance
Expanding the Technology Acceptance Model (TAM) to Consider Teachers Needs and Concerns in the Design of Educational Technology (EdTAM)
Get PDFWhile technological innovations are designed with the users in mind, this same design approach—designing technology to enhance the students’ learning experience—often falls short of acceptance with teachers and educators. This paper suggests a theoretical model with which EdTech can be designed to enhance the adoption of technology among teachers. At its core, the Educational Technology Acceptance Model (EdTAM) utilizes a double-user scenario, focusing on both the needs and concerns of teachers as well as the needs of students. As a result, a proof of concept in the form of an educational game designed in strict accordance with the EdTAM Model is presented. Thus showing that the theoretical model can be transferred into the design of a real-world product. A further study testing the effect of the model and the produced games acceptance rate with teachers is planned to support the theoretical model with empirical data