scholarly journals Faculty Change in Engineering Education: Case Study of a Blended Course About Blended and Online Learning

2015 ◽  
Author(s):  
Martha Cleveland-Innes ◽  
Stefan Stenbom ◽  
Stefan Hrastinski
Keyword(s):  
Online Learning ◽  
Engineering Education ◽  
Faculty Change ◽  
Blended Course

scholarly journals The Usability of an Online Learning Management System in an Aviation Curriculum Blended Course Design: A Case Study

2019 ◽  
Vol 37 (2) ◽  
Author(s):  
Tyler Bachelder ◽  
Derren Duburguet ◽  
James Simmons ◽  
George King ◽  
Thomas De Cino
Keyword(s):  
Online Learning ◽  
Management System ◽  
Course Design ◽  
Learning Management System ◽  
Learning Management ◽  
Blended Course

CASE STUDY OF ONLINE DISCUSSION BOARD USE IN AN ENGINEERING EDUCATION GRADUATE COURSE

2019 ◽  
Author(s):  
Alexandra Davidson ◽  
Lisa Romkey ◽  
Allison Van Beek
Keyword(s):  
Engineering Education ◽  
Online Discussion ◽  
Discussion Board ◽  
Online Discussions ◽  
Asynchronous Learning ◽  
Discussion Boards ◽  
Graduate Course ◽  
Post Secondary ◽  
Online Discussion Board

Due to the increasing prevalence of asynchronous learning platforms, the development and implementation of online discussion boards have become important considerations in the design of post-secondary learning environments. This research is conducted as a case study of the online discussion board use in a small engineering education graduate course, consisting of in-class and online discussion components. By varying the structure of the online discussion board to allow different types of student interaction, the study identifies trends in discussion board use, specifically pertaining to student participation, student collaboration, and the integration between in-class and online discussions. As a result, the study provides insight into the utility and limitations of online discussion boards in post-secondary courses.  

A gamification strategy in engineering education—A case study on motivation and engagement

2021 ◽  
Author(s):  
Margarita Gamarra ◽  
Anderson Dominguez ◽  
Jhonnys Velazquez ◽  
Heyder Páez
Keyword(s):  
Engineering Education ◽  
Motivation And Engagement

Collaborative Learning in Small Groups in an Online Course – A Case Study

2021 ◽  
Author(s):  
Mildrid Haugland ◽  
Katrine Aasekjaer ◽  
Ivar Rosenberg
Keyword(s):  
Online Learning ◽  
Collaborative Learning ◽  
Focus Group ◽  
Individual Responsibility ◽  
Online Course ◽  
Master's Level ◽  
Pedagogical Approach ◽  
Working Processes ◽  
Flexible Organization

Abstract Background: The ability to learn collaboratively and work in teams is an essential competency in both educational and healthcare settings, and collaborative student activities are acknowledged as being an important part of the pedagogical approach in higher education and teaching. The course that was the focus of this research, a 15-ECTS-credit online course in the philosophy of science and methods, was offered online as part of 11 master’s-level health programmes at a university in Norway. Collaborative learning in combination with digital teaching tools, was the preferred pedagogical approach in the online course. The aim of the study was to explore, describe and discuss factors influencing small group learning in this online course.Methods: We performed a qualitative case study, collecting data through both individual and focus group interviews between February 2018 and May 2019 of master’s-level students who had participated in the online course. We performed six focus-group and 13 individual interviews, and a total of 30 master’s students participated in the study. Data were analysed using content analysis.Results: The results showed that three different processes were used to facilitate completion of students’ course assignments and learning outcomes. These three working processes were not dynamic, with different groups changing working processes throughout the course, but static and constant. The names of the different working processes reflect the main characteristics of each one: 1. joint responsibility – flexible organization; 2. individual responsibility – flexible organization; and 3. individual responsibility – unorganized.Conclusions: Planning online learning requires a focus on how students collaborate and learn online, so that they can gain in-depth knowledge and understanding. This study shows that even if contextual factors are the same (e.g., group size, relevant assignments, and student autonomy in terms of group organization), the way in which students collaborate and work together differs. Although the identified working processes promoted collaboration and learning, the first process (joint responsibility, with flexible organization) was the only working process found to promote in-depth learning. Future online teaching might require an even stronger focus on students’ internal motivation for learning and the importance of teacher presence and teachers’ ability to facilitate online learning.

Sign in / Sign up

Export Citation Format

Share Document