A novel social constructivist pedagogy to teach basic electrical engineering course to undergraduate students in online mode

2021 ◽  
pp. 002072092199974
Author(s):  
Srikanth Allamsetty ◽  
MVSS Chandra ◽  
Chinmoy Kumar Panigrahi
Keyword(s):  
Undergraduate Students ◽  
Teaching And Learning ◽  
Teacher Practices ◽  
Electrical Engineering ◽  
Social Constructivist ◽  
Practical Implementation ◽  
First Year ◽  
Online Mode ◽  
The Social ◽  
Teachers And Students

The way the teachers deliver the content of any course curriculum is always important. It must create enough interest in the students, especially, when it is in the online mode. In this paper, a novel pedagogy has been proposed, which can work for both online and offline classes based on the social constructivist methods. The methods followed in the proposed pedagogy are classified into two types, viz. social examples and technical drama. One of the courses of first-year engineering undergraduates, Basic Electrical Engineering (BEE), has been taken into consideration for the practical implementation of this pedagogy. A detailed explanation of the above mentioned two methods has been presented in this paper as teaching experiments (TE), with the support of different topics of the course considered. The teachers of the courses such as BEE can follow the methods described in this paper to facilitate active learning, leading to a good understanding of the concepts. The methods have been designed such as to make both teachers and students active participants in the process of teaching and learning in both online and offline classrooms. Students are well satisfied with this novel pedagogy and it is reflected in their feedback on teacher practices as well as in their performance in the semester examinations.

scholarly journals A virtual alternative to molecular model sets: a beginners’ guide to constructing and visualizing molecules in open-source molecular graphics software

2021 ◽  
Vol 14 (1) ◽  
Author(s):  
Siripreeya Phankingthongkum ◽  
Taweetham Limpanuparb
Keyword(s):  
General Chemistry ◽  
Open Source ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Molecular Model ◽  
Bond Line ◽  
First Year ◽  
Molecular Graphics ◽  
Model Sets ◽  
Graphics Software

Abstract Objective The application of molecular graphics software as a simple and free alternative to molecular model sets for introductory-level chemistry learners is presented. Results Based on either Avogadro or IQmol, we proposed four sets of tasks for students, building basic molecular geometries, visualizing orbitals and densities, predicting polarity of molecules and matching 3D structures with bond-line structures. These topics are typically covered in general chemistry for first-year undergraduate students. Detailed step-by-step procedures are provided for all tasks for both programs so that instructors and students can adopt one of the two programs in their teaching and learning as an alternative to molecular model sets.

scholarly journals Inspiration, Strategies and Insight for Learning Programming Language

2021 ◽  
Vol 13 (2) ◽  
Author(s):  
Gajendra Sharma ◽  
Toshika Ojha
Keyword(s):  
Programming Language ◽  
Undergraduate Students ◽  
Learning Difficulties ◽  
First Year ◽  
C Programming ◽  
Teachers And Students ◽  
The Subject ◽  
First Programming Language ◽  
Learning Programming ◽  
Programming Courses

This study explores how the first-year undergraduate students in School of Engineering, Kathmandu University learns their very first programming language i.e. C programming. The students were requested to response to an online questioner, where they were asked about their perception about the programming language they are learning, their motivation on learning that particular language and their strategy on preparing for the subject. Student’s concept on C programming and their approach for preparing for the exam are categorized. Our results show what kind of different strategies they use to learn this particular programming language. Additionally, the insights of this paper point that learning theory of programming and practicing programming goes hand in hand in C programming course and the focus here is on learning difficult topics which involves investigating students perceptions and conceptions of causality in relation to learning difficulties (Berglund et al., 2009). This study is intended to be helpful for future teachers and students in programming courses in Nepal.

scholarly journals Learning Analytics in a Virtual Learning Environment: the challenge of mapping socio-affective scenarios

2020 ◽  
Vol 8 (6) ◽  
pp. 190-204
Author(s):  
Jacqueline Mayumi Akazaki ◽  
Leticia Rocha Machado ◽  
Ketia Kellen Araújo da Silva ◽  
Patricia Alejandra Behar
Keyword(s):  
Social Interactions ◽  
Undergraduate Students ◽  
Social Relations ◽  
Learning Analytics ◽  
Teaching And Learning ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Pedagogical Strategies ◽  
The Social ◽  
Visualization Of Data

Virtual courses are increasingly being offered in Brazil, making it imperative to develop technological resources and research to help in the teaching and learning processes in this modality. One approach is to analyze student's socio-affective profile in Virtual Learning Environments (VLE). The co-operative learning network (ROODA) VLE has two features called the Social Map (SM) and Affective Map (AM), which can both contribute to the visualization of data regarding social interaction indicators and students' moods in the environment. The SM presents the social relations formed through indicators, which are the absence; collaboration; the distance from the class; evasion; informal groups and popularity, enabling the identification of the participating subjects in the form of sociograms. The AM identifies students' moods graphically through indicators, which are excitement, discouragement, satisfaction, and dissatisfaction. Thus, this article aims to map the possible recurrent socio-affective scenarios in a VLE using Learning Analytics (LA). LA is defined as measurement, collection, analysis, and reporting of data about students and their contexts to understand as well as optimize learning and the environments in which it occurs. It can also contribute to the understanding of student's learning profile, based on social and affective aspects, thus allowing the teacher to develop pedagogical strategies consistent with the needs of each subject. The importance of integrating the possible social and affective scenarios was verified using LA, making it possible to deepen the comprehension of the subjective and qualitative questions regarding the students' interactions in the VLE. In this study, the scenarios are understood as the intersection between the Affective Map and Social Map indicators identified in a VLE. It has both a qualitative and quantitative approach. The choice is qualitatively justified because the research object involves social and affective phenomena that were subjectively expressed in texts and social interactions manifested in the ROODA VLE. It is quantitatively justified by the need to measure the mapping of socio-affective indicators through social parameters and moods applying LA. The subjects were undergraduate students who participated in distance learning courses at a Brazilian public university that used the ROODA VLE in the second semester of 2019. Data were collected from social and affective maps to identify if there was a relationship between them. As a result, based on the existing indicators of social interactions and moods, the socio-affective indicators were created using LA in order to analyze the students’ behavior in relation to the forms of interaction and communication that occur in the ROODA VLE.

Gender and Language

2021 ◽  
pp. 161-177
Author(s):  
Didem Koban Koç
Keyword(s):  
Gender Differences ◽  
Undergraduate Students ◽  
English Language ◽  
English Language Teaching ◽  
The Other ◽  
First Year ◽  
Teaching Program ◽  
Linguistic Features ◽  
The Social ◽  
Social Meanings

The present study investigated gender differences in the use of linguistic features as well as the social meanings attached to those differences. Academic essays, written by 44 (22 male, 22 female) first-year undergraduate students enrolled in the English Language Teaching program at a government university were analyzed with respect to the use of linguistic features (adjectives, empty adjectives, intensifiers, linking adverbials) as well as the number of words and sentences used by the students. The results showed that, in comparison to males, females used more adjectives, intensifiers, and words. Males, on the other hand, used more empty adjectives and linking adverbials than females. Based on the results, pedagogical implications are discussed, and recommendations are provided in order to increase teachers' awareness of gender differences and improve students' writing skills.

scholarly journals Analysing the Situation of ESL Teaching and Learning in Large University Classes in Pakistan

2020 ◽  
Vol 10 (5) ◽  
pp. 250
Author(s):  
Abdul Hameed Panhwar ◽  
Shah Nawaz Barich ◽  
Syed Khuram Shahzad
Keyword(s):  
Undergraduate Students ◽  
Teaching And Learning ◽  
English Language ◽  
Esl Teachers ◽  
Large Classes ◽  
Language Support ◽  
Teacher Student ◽  
Large Size ◽  
Teachers And Students ◽  
The University

The present study is based on a chapter of the PhD project conducted by the main researcher. It aims to explore the ESL teaching and learning practices in a Pakistani university by focusing on difficulties perceived and confronted by learners and teachers, and solutions suggested by them. One of the most significant issues at the university is large classes-exceeding to 100 and more students on average. The main researcher, being an ESL teacher at the target university, faced the same problem of large size and found it difficult to teach these classes. He embarked on analysing the situation so that he might come across some solutions through the suggestions and experiences of the ESL teachers and students of the same university. The design of the study is descriptive and the results of the present study come from the quantitative data collected through student and teacher questionnaires. The Student-participants were 300 undergraduate students from various major subjects attending English language support classes and 22 ESL teachers teaching these English language support classes at different institutes of the university. The data were analysed descriptively and presented with help of the boxplots. The views, commonly held by teachers are supported by the study’s findings i.e., large classes are likely to endorse teacher-centred approaches of teaching; very little significant student-student and teacher-student interaction is practised because of the inadequate physical environment; majority of learners remain off-task and appear to be unruly and they are given little, if any, feedback on their in-class and home tasks. Conversely, many teachers and learners reported that the adoption of group/pair work is likely to be an effective technique to use in these classes. Albeit a few teachers revealed having adopted group work infrequently, none used it all the time.

scholarly journals Validate the Use of College Self Efficacy Inventory for Measuring Psychosocial Factors on Indian Students

2015 ◽  
Vol 2 (4) ◽  
Author(s):  
Dr. Rachna Jain ◽  
Ms. Bharti Chaudhary
Keyword(s):  
Undergraduate Students ◽  
Self Efficacy ◽  
Research Question ◽  
College Experience ◽  
First Year ◽  
Validity Evidence ◽  
Social Self ◽  
The Social ◽  
Watson Test ◽  
Indian Students

The purpose of this study was to apply the College Self-Efficacy Inventory (CSEI) scale to measure the social and psychological factors on Indian students. The major research question of the study is to answer whether the CSEI scale fit the data. The sample of the study is 141 in BBA and B.Com (H) first year in affiliated college of Guru Gobind Singh Indraprastha University Delhi. Path analysis has been used in the study to examine the interrelationship between course-roommate-social self-efficacy. To analyse the data correlation, CFI, RMSEA, Cron bach alpha, regression weights, Durbin – Watson test etc. has been used. The study found affirmative steps in collecting validity evidence for the CSEI scale as well as found significant inter – relationship between course-roommate-social self-efficacy of Indian undergraduate students. It has been also found that CSEI scale can be used to measure college self- efficacy for the broader college experience of Indian students.

scholarly journals Online Instruction Based on Task-based Language Teaching

2021 ◽  
Vol 5 (3) ◽  
pp. p30
Author(s):  
Liu Zhixuan
Keyword(s):  
Online Education ◽  
Undergraduate Students ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Courses ◽  
Language Teaching ◽  
Innovative Teaching ◽  
English Class ◽  
Teachers And Students

The outbreak of the COVID-19 caused many Chinese universities to initiate online teaching. This paper aimed to develop Task-based Language Teaching (TBLT) practices in online courses to enable teachers and students in China to employ TBLT appropriately and effectively. This research made a case study which was conducted as an online English class with a total of 28 undergraduate students at a university in Guangdong, China. The findings show that the transition from the traditional classroom to online education was successful. This innovative teaching mode promotes students to become the initiator of learning. Besides, the switched roles between students and teachers, advantages as well as problems of this approach have been pointed out. This case study could provide pedagogical implicatures for online English teaching and learning practically and theoretically, which helps to develop new forms that could assist teachers and students to adopt TBLT in class.

scholarly journals Evaluation of a blended learning model for pre-service teachers

2020 ◽  
pp. 147-164
Keyword(s):  
Blended Learning ◽  
Social Relations ◽  
Teaching And Learning ◽  
Collaborative Work ◽  
Learning Model ◽  
First Year ◽  
Student Expectations ◽  
First Year Students ◽  
Five Factors ◽  
The Social

This study aims to determine the predictive factors for effective teaching in blended learning contexts. A Blended Learning Evaluation Scale was devised. The participants were 145 first-year students studying for education degrees using a blended learning model. An exploratory factorial analysis revealed five factors for establishing a good model of blended teaching and learning: student expectations on their learning subjects, the use of web 2.0 tools, feedback from teachers, collaborative work among fellow classmates, and the social relations among students themselves and with their professors.

Enhancing Student Engagement Using a Blended Learning Approach

2020 ◽  
Vol 12 (4) ◽  
pp. 51-68
Author(s):  
M. Mahruf C. Shohel ◽  
Rosemary Cann ◽  
Stephen Atherton
Keyword(s):  
Action Research ◽  
Student Engagement ◽  
Blended Learning ◽  
Undergraduate Students ◽  
Classroom Practice ◽  
Teaching And Learning ◽  
First Year ◽  
Learning Approach ◽  
Action Research Project ◽  
Action Research Cycles

Student engagement is the core of the teaching and learning practice in higher education. This exploratory action research project was designed to enhance teaching and learning using a blended learning approach to increase student engagement prior, during, and after lecture and seminar sessions of a module run for first-year undergraduate students. Within an academic semester, three action research cycles were carried out to collect data and redesign the classroom practice. Different data collection techniques were used along with Microsoft OneNote Class Notebook. This article presents three case studies of individual students to demonstrate how the digital workspace helped to develop the practice of participatory teaching and learning during a first-year undergraduate module. This study indicates that listening to students' voices through a blended learning approach helped to increase student engagement, thus increasing student participation in shaping and redesigning teaching and learning to engage them within the classroom and beyond.

Teaching and Learning Information Technology through the Lens of Web 2.0

2010 ◽  
pp. 128-148 ◽  
Author(s):  
Mark Frydenberg
Keyword(s):  
Information Technology ◽  
Web 2.0 ◽  
Teaching And Learning ◽  
Web Applications ◽  
First Year ◽  
Digital Information ◽  
First Year College ◽  
The Social ◽  
College Information ◽  
Collaboration And Communication

Recent advances in Internet technologies, combined with a society that relies upon them, have brought about a new toolset for working and sharing on the World Wide Web. The term “Web 2.0” suggests an updated version of the Web, but really names a new genre of web applications, along with the technologies they rely on and the social content contain. Web 2.0 marks the evolution from a “one-way” Web filled with static content to a dynamic “read/write” Web that has become a platform promoting collaboration and communication, linking people as well as the digital information they share. This chapter applies a connectivist learning approach to creating authentic learning spaces for teaching Web 2.0 concepts in a first-year college information technology course. It suggests best practices for fostering learning by using Web 2.0 tools to create connections with people, ideas, and technology.

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