The Role of Computer Simulation in an Inquiry-Based Learning Environment: Reconstructing Geological Events as Geologists

Abstract For years, computers have promised to revolutionize education. Educators crave and skeptics demand justification for the large outlay of resources required to introduce information technology into the curriculum. Engineering educators have drawn upon the work of education theorists, computer scientists and communication experts to explore the effectiveness of this promising technology in their curricula. This paper analyzes three pairs of students using various solution techniques to solve a mechanical engineering design problem. We will focus on the use of a computer-based simulation tool and its effect on the students’ process of solving the problem. We will use two learning theories to explore the learning environment and draw conclusions about the effectiveness of the computer simulation for teaching engineering.

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From Looking Environment to Learning Environment: The Networked Aquarium of the 21st Century

Marine Technology Society Journal ◽

10.4031/002533201787997935 ◽

2001 ◽

Vol 35 (1) ◽

pp. 48-59 ◽

Cited By ~ 2

Author(s):

Tom Hennes ◽

Ilan Chabay

Keyword(s):

Learning Environment ◽

21St Century ◽

Life Experiences ◽

Visitor Experience ◽

Inquiry Based Learning ◽

Rich Variety ◽

On Demand ◽

The Individual

To live up to their goals of education and conservation, as well as to richen the visitor experience, aquariums in the 21st century must become more effective at promoting informal, inquiry-based learning within and surrounding their exhibits. We examine a number of ways of using the technology of networking to further those goals. The methods discussed fall into six broad categories of use: orientation, delivering information on demand, tailoring the experience to the individual, viewing and observing the simulated aquarium habitat, connecting simulated habitats to their wild counterparts, and extending the experience beyond the aquarium visit. Within this context, we also examine the role of graphical and robotic simulations in the aquarium. The networked aquarium concept, applied within the context of a rich variety of live exhibits and activities, has the potential to enhance visitors' primary experiences in the aquarium by making connections among successive exhibit experiences, and supporting connections between the aquarium experience and visitors' further life experiences. By enhancing such linkages, a network should foster its users' ability to build fundamental ideas in and around the aquarium setting and more easily apply them in other circumstances; the hallmark of real learning. It further allows the aquarium to attract and serve its visitors more effectively.

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Redefining the learning space: Developing peer mentoring in the enterprise curriculum

Industry and Higher Education ◽

10.1177/0950422220981269 ◽

2020 ◽

pp. 095042222098126

Author(s):

Andrew P Hird

Keyword(s):

Learning Environment ◽

Peer Mentoring ◽

Learning Space ◽

Hygiene Factors ◽

Multi Level ◽

Considerable Strain

This account of practice seeks to demystify the entrepreneurship classroom and to provide practical insights into the successful introduction and embedding of a multi-level peer mentoring scheme. Over a 5-year period, peer mentoring has been embedded in an undergraduate enterprise curriculum. This has posed challenges to a number of taken-for-granted assumptions about the enterprise classroom. The role of the tutor in the classroom was redefined; the roles of both colleagues and students were questioned. The accepted rules and norms of the learning environment were placed under considerable strain. It was found that both colleagues and students had very clearly defined expectations of one another and their respective roles: these proved difficult to change. The article recounts the journey, and how the organisers learned to accept and embrace the difficulties faced. Hygiene factors such as timetabling and communication were highly important in allowing the interactions to take place, as were socialisation and facilitation. The mistakes made are also recounted so that they can be avoided by other practitioners.

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Encouraging Learners Interactions in an Emergency Remote Environment

Relay Journal ◽

10.37237/relay/030205 ◽

2020 ◽

pp. 201-208

Author(s):

Mizuka Tsukamoto

Keyword(s):

Online Learning ◽

Learning Environment ◽

Student Interaction ◽

Online Learning Environment ◽

First Semester ◽

Teacher Student ◽

Remote Environment ◽

Made In

This paper provides reflections on my first semester of teaching emergency remote teaching (ERT), due to the outbreak of the COVID-19 pandemic. After describing the context, I have described the choices I made in order to create and maintain an online learning environment, where student interaction is maximised, and enables the instructor to focus on the role of being a facilitator. Though it was not without a few challenges, overall, it could be considered a successful first attempt with possibly more teacher-student and student-student interaction achieved by the end of the semester.

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Effectiveness of web-based learning environment: role of intrinsic learning motivation, computer self-efficacy, and learner engagement

Development in Learning Organizations An International Journal ◽

10.1108/dlo-07-2021-0139 ◽

2021 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Nimitha Aboobaker ◽

Muneer K.H.

Keyword(s):

Learning Environment ◽

Self Efficacy ◽

Learning Motivation ◽

Learning Effectiveness ◽

Learning Engagement ◽

Web Based ◽

Content Type ◽

Web Based Learning ◽

Computer Self Efficacy

Purpose In the context of the abrupt shift to technology-enabled distance education, this paper examines the role of intrinsic learning motivation, computer self-efficacy and learning engagement in facilitating higher learning effectiveness in a web-based learning environment. Design/methodology/approach Data was collected using a self-administered online questionnaire from a sample of randomly selected 508 university students from different disciplines, including science, technology, and management. Findings Learning motivation and computer self-efficacy positively influenced students' learning engagement, with computer self-efficacy having a more substantial impact. Proposed mediation hypotheses too were supported. Originality/value The insights gained from this study will help in devising strategies for improving students' learning effectiveness. Game-based learning pedagogy and computer simulations can help students understand the higher meaning and purpose of the learning process.

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From STEM to STEAM: Strategies for Enhancing Engineering & Technology Education

International Journal of Engineering Pedagogy (iJEP) ◽

10.3991/ijep.v5i2.4458 ◽

2015 ◽

Vol 5 (2) ◽

pp. 37 ◽

Cited By ~ 36

Author(s):

Andy M. Connor ◽

Sangeeta Karmokar ◽

Chris Whittington

Keyword(s):

Active Learning ◽

Liberal Arts ◽

Learning Approaches ◽

Delivery Methods ◽

Engineering Technology ◽

Inquiry Based Learning ◽

Engineering And Technology ◽

And Mathematics ◽

Engineering Pedagogy

This paper sets out to challenge the common pedagogies found in STEM (Science, Technology, Engineering and Mathematics) education with a particular focus on engineering. The dominant engineering pedagogy remains “chalk and talk”; despite research evidence that demonstrates its ineffectiveness. Such pedagogical approaches do not embrace the possibilities provided by more student-centric approaches and more active learning. The paper argues that there is a potential confusion in engineering education around the role of active learning approaches, and that the adoption of these approaches may be limited as a result of this confusion, combined with a degree of disciplinary egocentrism. The paper presents examples of design, engineering and technology projects that demonstrate the effectiveness of adopting pedagogies and delivery methods more usually attributed to the liberal arts such as studio based learning. The paper concludes with some suggestions about how best to create a fertile environment from which inquiry based learning can emerge as well as a reflection on whether the only real limitation on cultivating such approaches is the disciplinary egocentrism of traditional engineering educators.

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Complexities of learning organizations – addressing key methodological and content issues

The Learning Organization ◽

10.1108/tlo-09-2018-127 ◽

2018 ◽

Vol 25 (6) ◽

pp. 443-454

Author(s):

Nataša Rupčić

Keyword(s):

Higher Education ◽

Learning Environment ◽

Learning Organizations ◽

Middle Managers ◽

Empirical Work ◽

Project Work ◽

Related Factors ◽

Content Type ◽

Learning Challenges

Purpose The purpose of this paper is to highlight challenges regarding methodological approach in studying learning organizations as well as the following content related issues: knowledge harvesting in project work, role of middle managers in creating energized learning environment, structuring individual activities to promote learning, impact of context-related factors (spaces of performance) and content-related factors (storytelling) on learning in higher education and diverging assessments of learning organizations with regard to hierarchy and organizational size. Design/methodology/approach Conclusions and models presented in the paper have been designed based on the systems perspective, critical thinking and critical review of previous contributions. Findings Findings refer to suggestions regarding further empirical work based on solid normative contributions in the field of learning organizations in general and its specific topics such as learning in project work, organizational design, role of middle managers, learning organization perceptions and learning challenges in higher education. Research limitations/implications Conclusions and models provided in the paper need further empirical testing and validation. Practical implications Implications for practitioners have been identified in terms of recommendations regarding possible methodological approaches in further studies of learning organizations, as well as regarding the following areas: knowledge creation cycle, structuring of individual activities to promote learning, role of middle managers in creating energized learning environment, learning challenges in higher education and divergent assessments of learning organizations regarding organizational hierarchy and size. Originality/value Contributions from previous authors have been systemically and critically reviewed, adapted models have been provided and suggestions for practitioners in this regard have been offered.

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To Design an Effective E-Learning System in the Civil Servants' Job-Training

Advanced Materials Research ◽

10.4028/www.scientific.net/amr.171-172.523 ◽

2010 ◽

Vol 171-172 ◽

pp. 523-526

Author(s):

Fu Lei Zhang

Keyword(s):

Learning Environment ◽

Job Training ◽

Learning System ◽

Chinese Government ◽

Educational Training ◽

Knowledge Based ◽

E Learning ◽

Learning Policies ◽

Uniform Manner

The Chinese government is pursuing e-learning policies which makes job-training with a knowledge-based society. To explain more fully the important role of the e-learning environment, this article undertakes some typical examples of the governments' job-training under e-learning environment. The main problems in servants' job-training in China are the low quantity in the servants' training, short of restriction, the uniform manner in the training and less fairness and availability of opportunities for educational training. In order to develop the e-learning system, the civil servant's job training policies are provided and the measures of the effective e-learning system are designed.

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