scholarly journals Effects of Students’ Home Environment, Tools, and Technology Used on Online Learning Experience in a Civil Engineering Program

2021 ◽  
Vol 11 (8) ◽  
pp. 356-367
Author(s):  
Tahar Ayadat ◽  
◽  
Mohammad Ali Khasawneh ◽  
Saidur Rahman Chowdhury ◽  
Mohammed Nayeemuddin ◽  
...  
Keyword(s):  
Online Learning ◽  
Student Performance ◽  
Engineering Students ◽  
Civil Engineering ◽  
Learning Experience ◽  
Virtual Learning ◽  
Learning Tools ◽  
Learning Improvement ◽  
Online Technology ◽  
Engineering Program

The COVID-19 pandemic has caused major disruptions in every sector of human activity around the world. The education sector is no exception. Due to physical restrictions in accessing campus infrastructures, students and instructors at academic institutions have forcibly adapted to the new norm of virtual learning with mixed expectations and outcomes. There have been several studies conducted by educational practitioners since the pandemic began, which mostly focused on how academic constituents quickly adapt to virtual learning in a general sense. The main objective of this study is to examine the effects of virtual learning infrastructure and environment on student learning, specific to the civil engineering program at Prince Mohammad Bin Fahd University (PMU). A survey was distributed to civil engineering students at PMU at the end of the fall 2020 term to gather perceptions about virtual learning and check the adequacy of online learning tools and associated environments. Student performance during virtual learning in terms of grade achievement was also investigated and compared with a normal situation. In general, it was found that students are satisfied with the current technology used to facilitate virtual learning. The anticipated outcomes of this study, including online technology readiness, curriculum adjustment, and teaching styles or methods, are to be used for virtual learning improvement should the current pandemic restriction extend to the end of the 2020–21 academic year and possibly far beyond.

scholarly journals GLOBAL CLASSROOM: A CASE STUDY IN ONLINE LEARNING ON SUSTAINABLE CITIES

2019 ◽  
Author(s):  
Nadine Ibrahim ◽  
Allison Van Beek
Keyword(s):  
Online Learning ◽  
Engineering Students ◽  
Course Design ◽  
Civil Engineering ◽  
Learning Experience ◽  
Sustainable Cities ◽  
Diverse Classroom ◽  
Design Learning ◽  
Global Classroom

A new learning opportunity among civil engineering students is learning about urbanization in cities, which combines the sub-disciplines of civil engineering in a seamlessly interdisciplinary manner.  One of the greatest benefits of learning about a global phenomenon such as urbanization is introducing the opportunities to offer examples of the technological, cultural and social diversity surrounding the evolution of urban design, technologies and sustainable strategies from global cities. The ability to have a globally diverse classroom to bring in these perspectives and create a learning experience that captures this information sharing and exchange can be created through course design, learning activities, and assessments, hence the “global classroom.”  The authors present a case study of the global classroom for the online course “Sustainable Cities: Adding an African Perspective” and share their perspective on learner-driven formats that support the global classroom, which hinges upon students’ own interest and commitment to an online learning format.  

PENERAPAN LMS-GOOGLE CLASSROOM DALAM PEMBELAJARAN DARING SELAMA PANDEMI COVID-19

2020 ◽  
Vol 10 (1) ◽  
pp. 38-46
Author(s):  
Ommi Alfina ◽  
Keyword(s):  
Online Learning ◽  
Engineering Students ◽  
Learning Experience ◽  
Student Activities ◽  
Face To Face ◽  
Technological Efficiency ◽  
Student Questionnaire ◽  
Face To Face Learning ◽  
And Control

This research aims to (1) find out the results of the implementation of Learning Management System (LMS)-Google Classroom in the online learning process for Informatics Engineering students, Universitas Potensi Utama during the COVID-19 pandemic; (2) learn about students' responses to online learning using LMS-Google Classroom. This research is based on the transformation of the course process from face-to-face learning to remote learning (PJJ) by relying on technology as a substitute for learning media, known as distance learning and online learning. This research was conducted using case study methods. This research was conducted on informatics engineering students in multimedia courses. Sampling techniques using purposive sampling methods. The results showed that the application of LMS-Google Classroom to online learning for Informatics Engineering students during the COVID-19 pandemic had a positive effect, especially in terms of absorption related to understanding lecture materials. Based on the results of student questionnaire calculations, it was obtained that as many as 23% of students find it difficult to attend lectures using LMS-Google Classroom which is reviewed in terms of technological efficiency and material understanding level. Meanwhile, 77% of students are happy and enthusiastic about gaining a new learning experience after using LMS-Google Classroom to participate in multimedia lectures. It can be concluded that the implementation of LMS-Google Classroom in online learning during the COVID-19 pandemic is one of the solutions that can be used so that the lecture process can continue. However, it is necessary to provide assistance and control over student activities to keep students motivated in following the lecture process in the context of online learning.

scholarly journals The Impact of Multimedia in Course Design on Students’ Performance and Online Learning Experience: A Pilot Study of an Introductory Educational Computing Course

2020 ◽  
Vol 24 (3) ◽  
Author(s):  
Torria Davis ◽  
Thomas V. Frederick
Keyword(s):  
Online Learning ◽  
Student Performance ◽  
Student Perceptions ◽  
Course Design ◽  
Learning Experience ◽  
Educational Computing ◽  
Performance Gap ◽  
Quality Matters ◽  
Internal Review ◽  
The Impact

The creation of multimedia assets for online courses is a time intensive endeavor. Faculty have limited access to instructional designers for this and other course design functions. This study sought to determine if multimedia use in course design contributes positively to student performance or their perception of the online learning experience, after controlling for faculty course design expertise. Students totaling 142 were enrolled in an Introductory Educational Computing Course between 2016 and 2018 designed according to Quality Matters standards based on an informal internal review as well as a course designed according to instructor preferences. Eighty-four students, who participated in the courses designed according to Quality Matters standards based on an informal internal review were surveyed about their perceptions. While it may be of no surprise that multimedia use did not impact student performance directly, based on end-of-point course totals, it did positively influence student perceptions of the online learning experience. A performance gap between ethnicities in this study was not observed, as evidence through end-of-course total points. This may be salient given the prevalence of such performance gaps in most educational settings. Course policies and instructional strategies perceived by students as helpful may be one contributing factor to this lack of performance gap. Furthermore, the use of multimedia in course design was found to reduce cognitive load, as shown by the amount of time spent inside the learning management system. What this means for multimedia use in course design and the student online learning experience concludes this paper. 

Understanding Students’ Use of Online Learning Tools through Online Learning Readiness Assessment

2014 ◽  
pp. 227-240 ◽  
Author(s):  
Kriengsak Panuwatwanich ◽  
Rodney A. Stewart
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Engineering Students ◽  
Assessment Tools ◽  
Learning Tools ◽  
Readiness Assessment ◽  
Learning Readiness ◽  
Postgraduate Students ◽  
Online Learning Readiness ◽  
The Relationship

Understanding the readiness of students to undertake online education has been viewed as a necessary precursor to ensuring their success in an online learning environment. To serve this purpose, a number of Online Learning Readiness (OLR) assessment tools have been developed. However, the relationship between the students’ readiness, assessed by these tools, and the actual online learning outcomes has not been well established. This chapter presents a study that assesses the Online Learning Readiness (OLR) of a sample group of postgraduate engineering students and determines whether there is any association between the level of readiness and the extent to which the students use online learning tools. The research employed a questionnaire survey targeting a group of postgraduate students undertaking a project management course at Griffith University in Queensland, Australia. Based on the survey data from 30 valid responses, it was found that the sampled students had different levels of OLR and can be clustered into three main groups: developed, less-developed, and developing OLR, and that the higher level of OLR can be associated with more extensive use of online learning tools.

Environmental education for all engineers

2004 ◽  
Vol 49 (8) ◽  
pp. 19-25 ◽  
Author(s):  
K. Jahan ◽  
J.W. Everett ◽  
R.P. Hesketh ◽  
P.M. Jansson ◽  
K. Hollar
Keyword(s):  
Environmental Education ◽  
Engineering Education ◽  
Engineering Students ◽  
Civil Engineering ◽  
Pollution Prevention ◽  
Environmental Engineering ◽  
Education For All ◽  
Successful Implementation ◽  
Engineering Program ◽  
Wastewater Quality

Environmental engineering education at universities is a rapidly changing field globally. Traditionally it has resided in the civil engineering program addressing water and wastewater quality, treatment, design and regulatory issues. In recent years environmental engineering has become a much broader field encompassing water, wastewater, soil pollution, air pollution, risk assessment, ecosystems, human health, toxicology, sustainable development, regulatory aspects and much more. The need to introduce environmental engineering/green engineering/pollution prevention/design for the environment concepts to undergraduate engineering students has become recognized to be increasingly important. This need is being driven in part through the US Engineering Accreditation Commission Accreditation Board for Engineering and Technology criteria 2000. Thus there has been a major shift in environmental engineering education and it no longer resides only within the civil engineering discipline. This paper focuses on the development of innovative curricula for a brand new engineering program at Rowan University that integrates environmental education for all engineers. A common course known as "engineering clinic" was developed for all engineering students throughout their eight semesters of engineering education. One of the clinic goals is to integrate engineering design and the environment. The program, in its seventh year, indicates successful implementation of environmental education in all four engineering disciplines in their course work and clinics.

scholarly journals Self Evaluation for Compliance with the 12 CDIO Standards

2011 ◽  
Author(s):  
George Platanitis ◽  
Remon Pop-Iliev
Keyword(s):  
Mechanical Engineering ◽  
Engineering Students ◽  
Learning Experience ◽  
Value Added ◽  
Engineering Ethics ◽  
Engineering Curriculum ◽  
Engineering Programs ◽  
Practical Applications ◽  
Self Evaluation ◽  
Engineering Program

Throughout the 1980’s and 1990’s, collaboration began between universities, industry, and government to improve the quality and state of engineering education. Their paramount goal was to provide better ways to help students become successful engineers, possessing the necessary technical skills and expertise, exhibiting creativity, and having awareness of social, lawful, ethical, and environmental impacts as related to their profession. Traditionally, engineering programs emphasized the theoretical aspects required, while placing little emphasis on practical applications. An approach that has been introduced to provide a better learning experience for engineering students and to educate them as well-rounded engineers to be able to develop complex, value-added engineering products and processes is the CDIO (Conceive-Design-Implement-Operate) approach. This approach has been adopted by several universities within their engineering departments. At UOIT, the Mechanical Engineering curriculum has been developed around and continually evolves to line up with the goals of CDIO in terms of course and curriculum offerings for core and complementary engineering design courses, science, math, communications, engineering ethics, and humanities courses. Herein, we present an evaluation of the Mechanical Engineering program at UOIT against the twelve CDIO standards.

scholarly journals Student Experience of E-Learning Tools in HE: An Integrated Learning Framework

2017 ◽  
Vol 11 (2) ◽  
pp. 39
Author(s):  
Aftab Dean ◽  
Andy Lima
Keyword(s):  
Online Courses ◽  
Learning Experience ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Massive Open Online Courses ◽  
Learning Tools ◽  
Effective Learning ◽  
Learning Framework ◽  
E Learning ◽  
The Uk

Over the last decade the adoption of a Virtual Learning Environment (VLE), at University, has become an accepted norm of support for student learning. However, despite the major investment in VLE’s there is a major disparity between what universities are offering, on their online platforms, and how this material and activities are being utilised by students. This research provides empirical evidence of the passive use, both by tutors and students, of the VLE. The literature provides evidence of the inertia that still exists, within Higher Education (HE), among tutors, to fully embrace the spectrum of VLE engagement tools. The lack of transition, among many tutors, to utilise the VLE as a pedagogical engagement tool continues to impact the expectations of fee paying students in the UK, who no longer expect that a Socratic dialogue will suffice to catalyse their intellectual curiosity. Today’s generation of students have been exposed to a plethora of technologies that facilitates the acquisition of instant information and often through a multitude of sensory (visual, audio) formats. Furthermore, with the growth of Massive Open Online Courses (MOOCS) that are freely available to students the expectations, of HE students, from universities is becoming more demanding. In light of this competitive virtual learning landscape the authors propose a learning framework. To enable universities to create a unique and effective learning experience, for their students, through prudent investment in VLE tools and a complimentary learning environments. Resulting in deeper learning and informed students prepared for seminars.

scholarly journals Adaptation to Online Technology for Learning during COVID-19 Pandemic: An Observational Study of Effectiveness and Student’s Perception in Various Universities

2021 ◽  
Author(s):  
Saurabh Kumar ◽  
Ankush Sharma ◽  
Shveta Sharma ◽  
Sajjan Pal ◽  
Anand Kumar Singh
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Learning Experience ◽  
Total Sample ◽  
Online Classes ◽  
Indian Government ◽  
Online Technology ◽  
Rapid Spread ◽  
Teaching Learning ◽  
The University

Introduction: COVID-19 is a newly discovered infectious disease caused by a virus named ‘coronavirus’. To control the rapid spread of the virus, Indian government announced lockdown in whole country. The lockdown has largely affected the lives of students because education was shifted from traditional classroom learning to online learning. After COVID 19 pandemic the online teaching-learning has become more prevalent in India, it becomes particularly important to know its effectiveness and to know whether it’s actually helping the students to achieve what they expect. Aim: The present study was designed to understand the effectiveness, student’s perspective, attitudes and readiness about online classes being conducted at the University level. Materials and Methods: An observational, descriptive study was conducted with a total sample size of 400. Students studying in four different universities were included in the study. The data was collected using a Questionnaire. A semi structured, self-administered questionnaire was prepared on Google Forms with open and close ended questionnaire and was circulated among university going students via WhatsApp and e-mail. The data was tabulated by Google spreadsheet. SPSS version 20 was used for data analysis. Results: Out of 400 students, who participated in the study, 55.25% students liked and 44.75% disliked online teaching during the lockdown period. However, 90.5% said that classroom was an effective platform for learning in comparison to online learning. Total of 6.5% subjects were completely satisfied, 24.5% somewhat satisfied and 8.25% were completely unsatisfied with online learning experience. A 44.75% student also felt difficult to spend several hours on mobile or computer. Conclusion: After analysing the results, it was concluded that the students liked the online classes but are not interested in continuing the same way after the lockdown. They felt that classroom teaching was more effective than online learning due to issues related to topic understanding, net connectivity, and lack of practical and/or demonstrations. Hence, certain improvements must be made to increase its acceptability amongst students.

scholarly journals ONLINE EDUCATION – ENGINEERING STUDENTS’ PERSPECTIVE

2021 ◽  
Author(s):  
Gérard J. Poitras ◽  
Gabriel Cormier ◽  
Eric G. Poitras
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Engineering Students ◽  
Learning Experience ◽  
Educational Data Mining ◽  
Engineering Programs ◽  
Synchronous Learning ◽  
Final Exams ◽  
Important Correlation ◽  
Near Future

With online learning moving into the long term, the mental and academic impacts on students arelikely to be challenging. Preliminary results obtained from three different student surveys are presented and analyzed for different cohorts of undergraduate engineering students enrolled in an engineering program at the Université de Moncton. The first survey was administered during the last week of the Winter semester, before the final exams period. This survey was administered by the Engineering Faculty and created to get an overview of students experience during their online learning sessions. Specifically, the goal of this survey was to get information on which technical tools work best for distance learning during their online sessions and to improve future online learning sessions. Another survey was completed at the end of the Fall 2020 online learning semester. About half of all engineering students completed the surveys and a preliminary analysis was conducted. Finally, a third survey was administered during the Winter 2021 online learning semester. The aim of this study is to evaluate and analyze the results of these surveys using educational data mining. This work will provide an overview of the online learning experience during the end of the Winter 2020 semester and the academic year 2020-2021 and establish relations between classroom and online learning environments. New data analysis may help to accelerate and improve future hybrid classroom-online learning pedagogy since permanent changes are expected in the near future for many engineering programs. This study shows that students vary in their abilities to adapt to this new reality. Most prefer recorded audio clipsof PowerPoint presentations beforehand combined with online synchronous learning using video conferencing software. This suggests that effective online learning requires extra time from educators to better prepare class sessions. Furthermore, there is an important correlation between the level of student motivation and their appreciation level of online learning.

scholarly journals Does Program Compliance with CDIO Warrant Automatic Compliance with CEAB Accreditation Criteria for 2014?

2011 ◽  
Author(s):  
George Platanitis ◽  
Remon Pop-Iliev
Keyword(s):  
Engineering Students ◽  
Learning Experience ◽  
Value Added ◽  
System Component ◽  
Engineering Programs ◽  
Engineering Program ◽  
Program Compliance ◽  
Recent Approach ◽  
Standards Of Accreditation

An accreditation board takes the responsibility of evaluating an institute’s engineering program, granting it accreditation upon the satisfaction that it meets a minimum standard in terms of academic and professional quality of the faculty, laboratories, equipment, computing facilities, and students’ work within the engineering curriculum. In Canada, the Canadian Engineering Accreditation Board (CEAB) ensures that engineering programs meet the necessary educational standards as acceptable for licensure, and that engineering education delivered by the institute continues to improve. In recent years, accreditation boards have prescribed “outcome-based” assessments of engineering design curriculums. These criteria focus on the ability of students to apply knowledge of mathematics, science, and engineering science, extending to designing and conducting experiments, analyzing data, as well as developing a system, component, or process to meet certain needs. A recent approach that has been introduced to provide a better learning experience for engineering students and to educate them as well-rounded engineers to be able to develop complex, value-added engineering products and processes is the CDIO (Conceive-Design-Implement-Operate) approach. This approach has been adapted by several universities within their engineering departments. But should a program’s compliance with the CDIO standards warrant automatic compliance with CEAB (Canadian Engineering Accreditation Board) accreditation standards? Following the CDIO approach and using the outcome-based standards of accreditation boards may suggest so. Herein, we will provide an assessment of the Mechanical Engineering program in terms of the CDIO approach and look at its relationship with the CEAB standards.

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