scholarly journals Engineering Elective Course Re-design to Promote Student Engagement

2015 ◽  
Author(s):  
Gordon D. Stubley
Keyword(s):  
Student Engagement ◽  
Engineering Design ◽  
Student Performance ◽  
Course Evaluation ◽  
Simulation Tools ◽  
Engineering Designs ◽  
Post Test ◽  
Elective Course ◽  
Student Course Evaluation ◽  
The Impact

Computational Fluid Dynamics (CFD) for Engineering Design, is a 4th year mechanical engineering elective course. The course goal is for course graduates to be able to effectively use computer simulation tools to select optimal engineering designs based on the analysis of fluid flow performance. After being well received for many years, over several course offerings the class attendance, the student engagement in lectures, the student demonstration of key course concepts in the final summative project, and the student course evaluation scores all dropped.From student feedback to specific questions during the student course evaluation it was found that the students believed that their existing understanding of engineering fluid mechanics was sufficient to make well-informed design decisions and that the emphasized course concepts were not relevant to the engineering design process. This feedback informed a course re-design.After briefly describing the course context and objectives and the motivation theory that guided this course re-design, the two major features of the course re-design, pre/post-test activities and authentic engineering assignments, are described in some detail. Finally the impact of the re-design on student performance and outcomes from three offerings of the re-designed course is presented.

scholarly journals KNOWLEDGE AND PRACTICE TOWARDS QUALITY USE OF MEDICINE AMONG UNDERGRADUATE STUDENTS

2020 ◽  
Vol 20 (3) ◽  
pp. 49-56
Author(s):  
Wardah Mustafa Din ◽  
Noor Ashikeen Zainal Abidin
Keyword(s):  
Undergraduate Students ◽  
Health Resources ◽  
Knowledge Score ◽  
T Test ◽  
Test Analysis ◽  
Post Test ◽  
Elective Course ◽  
Knowledge And Practice ◽  
Effective Use ◽  
The Impact

Quality use of medicine is crucial not only to optimize health resources, but to safeguard consumers from unsafe use of medicine. Knowing Your Medicine (KYM) Campaign was launched by the Ministry of Health (MOH) Malaysia as an initiative to raise awareness to consumers on quality use of medicines in ensuring wise, safe and effective use of medicines. Materials of the campaign which is the KYM Module, is integrated in one of the elective course in UKM which is offered to undergraduate students across different faculties to increase knowledge and practice on quality use of medicine. This study aims to identify the impact of the KYM Module towards knowledge and practice of the undergraduates enrolled into the course. A one group pre and post-test research design was employed to students using purposive sampling (n=62). The questionnaire consists of three sections which are i) demographic profile, ii) knowledge assessment (14 items) and iii) practice assessment (15 items). Frequency analysis and paired sample T-test were used to measure the impact of the module. Knowledge of the undergraduates increased from fair/good to good/excellent, as knowledge score of 64.5% students reached excellent post-test compared to 35.5% pre-test. In terms of practice, a paired T-test analysis shows that there is a statistically significant increase in practice scores from pre-test (M = 4.2, SD = .472) to post-test (M = 4.57, SD = .341), t (61) =-3.859, p<.05 (two tailed). In summary, both knowledge and practice improved significantly among undergraduates after completing the module. This research serves as an important data to support the effectiveness of MOH initiative in disseminating important information regarding quality use of medicine to the public.

scholarly journals Implementation of Flipgrid as a Self-Reflection Tool for Student Engagement– A Pilot Study

2020 ◽  
Vol 11 (4) ◽  
pp. 15
Author(s):  
Tyler M. Kiles ◽  
Julia Vishenchuk ◽  
Kenneth Hohmeier
Keyword(s):  
Professional Development ◽  
Critical Thinking ◽  
Student Engagement ◽  
Pilot Study ◽  
Magic Bullet ◽  
Online Video ◽  
Educational Tool ◽  
Self Reflection ◽  
Elective Course ◽  
The Impact

Background: Self-reflection is important for professional development, critical thinking, and engagement. However, self-reflection is not habitual or instinctive, and reflection assignments are often met with resistance from students. While written reflections are popular, other self-reflection mediums should be investigated. Innovation: Flipgrid by Microsoft, an online video response tool, was used in an elective course for self-reflection and student engagement. To assess the impact of Flipgrid on the student experience in the course, two cohorts of students were evaluated. Overall 96% of respondents reported satisfaction with Flipgrid as an educational tool, however engagement was not significantly increased over the use of written reflection. Implications: The results of this pilot study suggest that Flipgrid appears to have potential as a self-reflection tool, but may not be a “magic-bullet” to increase student engagement. Recommendations and considerations for implementing Flipgrid into a course to facilitate student engagement are provided.

scholarly journals The application of team-based learning in emotional intelligence training for medical students: A pre–post-test study

2020 ◽  
Author(s):  
Wenjiao Yang ◽  
Yu Chen ◽  
YuanMin Gao ◽  
Jing Wang ◽  
Fan Fang ◽  
...  
Keyword(s):  
Emotional Intelligence ◽  
Medical Students ◽  
Course Evaluation ◽  
Basic Knowledge ◽  
Post Intervention ◽  
Emotional Management ◽  
Team Based Learning ◽  
Post Test ◽  
Emotional Intelligence Training ◽  
The Impact

Abstract Background Emotional intelligence represents a person’s interpersonal and communication competencies, and influences medical students and their clinical careers. The aim is to evaluate the impact of team-based learning in an emotional intelligence training intervention among Chinese medical students. Methods This is a quasi-experimental, one-group pre–post-test assessment. A convenience sample of medical university students took an elective course in emotional management recruited for this study. An emotional management course was designed to provide college students with basic knowledge about emotional regulation and to provide opportunities for emotional management practice. The course composed of traditional face-to-face education and the new style of teamwork. They completed the educational modules using their personal computers or cell phones. Using the Emotional Intelligence Scale, Caring Ability Inventory, and a course evaluation questionnaire, two research assistants collected data before and after delivery of the intervention. Descriptive statistics were calculated for sociodemographic data. Categorical data were described as frequencies, and continuous data were expressed as means. Differences in respondent characteristics between the pre- and post-intervention assessments were investigated using the chi-squared test. The paired-samples t test was used to investigate differences between pre- and post-intervention. Ninety-eight students completed the pre-intervention questionnaire and 82 students completed the post-intervention questionnaire. Results The intervention improved students’ emotional intelligence and caring ability, as indicated by increased scores in perceiving and expressing emotions (t = 7.045, P < 0.01), regulating emotions (t = 6.094, P < 0.001), knowing (t = 4.268, P < 0.001), and courage (t = 4.842, P < 0.001). Students' average course evaluation ratings were >4 points (The total score is 5.). Conclusions This intervention has the potential to influence medical students’ emotional intelligence and caring behavior.

scholarly journals The VIRI (Virtual, Interactive, Real-Time, Instructor-Led) Classroom: The Impact of Blended Synchronous Online Courses on Student Performance, Engagement, and Satisfaction

2013 ◽  
Vol 43 (3) ◽  
pp. 78-91
Author(s):  
Anthony Francescucci ◽  
Mary Foster
Keyword(s):  
Student Engagement ◽  
Treatment Group ◽  
Real Time ◽  
Student Performance ◽  
Control Group ◽  
Treatment Groups ◽  
Course Offerings ◽  
The Impact ◽  
Blended Course ◽  
Virtual Interactive

Previous research on blended course offerings focuses on the addition of asynchronous online content to an existing course. While some explore synchronous communication, few control for differences between treatment groups. This study investigates the impact of teaching a blended course, using a virtual, interactive, real-time, instructor-led (VIRI) classroom, on student engagement, performance, and satisfaction. We use an experimental design with both a control group and a treatment group. Up to 90 students in a large urban university are randomly assigned by the registrar into two sections of an introductory marketing course. Using a pre- and post-semester questionnaire, the study measures student engagement, performance, and satisfaction. There are no statistical differences in student performance between the control and treatment groups. The only student engagement factor with a statistically significant difference between groups is student interest in their courses. Compared with the control group, the treatment group appears to be more interested (+10%) in their courses at the end of the semester. Finally, fewer than 2 in 10 students express dissatisfaction with their participation in a VIRI course. Blended course offerings are increasing in importance in marketing and business education. The study provides guidance for fine-tuning the features of those course offerings by demonstrating how a VIRI classroom leverages the capabilities of technology without compromising learning outcomes.  

scholarly journals Monitoring Student Engagement in First Year Engineering

2013 ◽  
Author(s):  
Geraldine Van Gyn ◽  
Peter Wild
Keyword(s):  
Student Engagement ◽  
Focus Groups ◽  
Engineering Design ◽  
Research Methodology ◽  
Engineering Students ◽  
First Year ◽  
Writing Courses ◽  
Time Periods ◽  
Low Levels ◽  
The Impact

In a 2006 study to assess student engagement in the first year, engineering students were the least likely to express positive views about that experience and reported low levels of academic engagement. Initiatives to address this situation in engineering were in progress, including the development of two first year courses integrated engineering design with required writing courses. To monitor engagement and satisfaction, and assess the impact of the course interventions, the same research methodology as the 2006 study was used in 2010, 2011, and 2012 following the implementation of these courses. Participants in focus groups discussed questions related to engagement and identified factors that had led to their satisfaction or dissatisfaction. Themes identified for the three different time periods were compared to each other and to those that emerged in the original 2006 study. Significant among the themes was the experience in the design/communications courses. Themes of dissatisfaction and alienation were highly consistent with the 2006 study but became moderated. This process reinforced the need for authentic engineering course experiences in the first year and is consistent with previous research.

scholarly journals THE IMPACT OF STUDENTS’ ACADEMIC LOCUS OF CONTROL AND PERCEPTION OF PROBLEM SOLVING ABILITY ON THEIR PERFORMANCE IN DESIGN PROJECTS

2018 ◽  
Author(s):  
Mohamed Galaleldin
Keyword(s):  
Locus Of Control ◽  
Problem Solving ◽  
Engineering Design ◽  
Assessment Tool ◽  
Skill Assessment ◽  
Hands On ◽  
Academic Locus Of Control ◽  
Post Test ◽  
The University ◽  
The Impact

The University of Ottawa has introduced newintroductory engineering design courses that introducesstudents to engineering design through a CollaborativeProject Based Learning (CPBL) environment as it is knownfor enhancing deep learning, motivating students tocultivate interdependence in learning, problem-solving,and creating interest and excitement in learning. Studentswork in teams with a client to solve an engineering problemand develop and iterate prototypes. This paper aims atunderstanding the impact of those two hands-on courses(Engineering Design and Introduction to ProductDevelopment and Management) on engineering students’design skills as well as the factors that impacted thestudents learning. The factors that are considered in thisstudy are students’ prior knowledge or experience ofengineering design, students’ construct locus of control,perception of problem solving ability and team dynamics.A pre-& post-test was administered to students using avalidated design process skill assessment tool to quantifystudents’ progress during the course. Students’ finalprototypes were also assessed by external judges from thecommunity to evaluate the quality of students’ designs.

scholarly journals SCAFFOLDING STRATEGIES FOR TEACHING ENGINEERING DESIGN IN A COLLABORATIVE PROJECT-BASED LEARNING ENVIRONMENT

2018 ◽  
Author(s):  
Mohamed Galaleldin ◽  
Hanan Anis ◽  
Patrick Dumond ◽  
David Knox
Keyword(s):  
Engineering Design ◽  
Student Performance ◽  
Engineering Students ◽  
Positive Impact ◽  
Project Based Learning ◽  
Lessons Learned ◽  
Team Work ◽  
Skill Assessment ◽  
Collaborative Project ◽  
The Impact

 Abstract –Collaborative Project Based Learning (CPBL) is known for enhancing deep learning, professional skills development, student engagement and motivation, cultivating interdependence in learning, thinking, problem solving, and creating interest and excitement in learning. This article describes the impact of an engineering design course on first-year engineering students. Student performance was evaluated before and after taking the course using a pre-and-post design skill assessment test, peer feedback evaluations, and thematic analysis of each student’s self-reflection of lessons learned. Initial analysis of the data indicates that a CPBL environment has a significantly positive impact on the development of engineering students’ ability to describe the engineering design process and relate it directly to real-world problems. Students also realized the importance of communication, team work, investigation and project management skills.

scholarly journals Developing a rubric for the assessment of student performance in compounding and dispensing practical

2021 ◽  
pp. 674-678
Author(s):  
Dibya Sundar Panda ◽  
Nasser Hadal Alotaibi ◽  
Nabil K Alruwaili
Keyword(s):  
Student Performance ◽  
Quantitative Evaluation ◽  
Psychomotor Performance ◽  
Learning Experience ◽  
Course Evaluation ◽  
Evaluation Instrument ◽  
Scoring Rubric ◽  
The Impact

Objectives: To study the impact of assessment using a scoring rubric on the compounding and dispensing skills of the students. Methods: A rubric was prepared to evaluate the students’ psychomotor performance and attitude in compounding and dispensing. The rubric was applied by the teacher, the students themselves, and their classmates instead of the earlier used dichotomous checklist. Scores were compared pre- and post-implementation of the rubric. The students’ learning experience and outcomes were assessed through regular course evaluation surveys. Results: Student performance was improved from the baseline to the mid and end of term. The number of harmful scorings was reduced, and the number of admissible scorings was increased. Conclusion: The pharmaceutical compounding rubric showed to be a quantitative evaluation instrument for teachers. It also helped identify the challenging areas. The implementation of the rubric helped minimise errors.

Enhancing student engagement through heterogeneous pedagogical approaches: action research in a university level course in Saudi Arabia

2020 ◽  
Vol 35 (1) ◽  
pp. 1-28
Author(s):  
Muhammad Asif ◽  
George Thomas ◽  
Muhammad Usman Awan ◽  
Asfa Muhammad Din
Keyword(s):  
Action Research ◽  
Student Engagement ◽  
Student Performance ◽  
Learning Preferences ◽  
Classroom Setting ◽  
Improvement Strategy ◽  
Content Type ◽  
Micro Level ◽  
The Impact ◽  
Pedagogical Approaches

PurposePrevious studies have mainly discussed the impact of student engagement on different facets of academic performance. Research on the approaches to promote student engagement in a classroom setting (i.e., micro-level practices) is relatively sparse. This paper provides a framework for enhancing student engagement in a university undergraduate classroom setting.Design/methodology/approachThis study builds on action research. At the core of this approach is making interventions through a set of pedagogical approaches, derived from the literature. The impact of these interventions was measured, followed by reflections on the outcomes and developing a future improvement strategy.FindingsStudent engagement can be enhanced by using heterogeneous pedagogical approaches that positively influence student performance. Further, the use of mixed pedagogical approaches helps students and teachers acquire meta-cognitive knowledge (i.e., knowledge of their learning preferences) and sets the direction for learning.Research limitations/implicationsThe key contribution of this study is providing a student engagement framework applicable in a sophomore-level classroom setting. The framework discusses a set of techniques, their theoretical underpinnings, the course of their execution and the challenges faced in this process. The framework can be used to guide enhancing student engagement.Originality/valueContrary to the macro-level measures, research on micro-level measures for promoting student engagement approaches is scarce. This study discusses not only different strategies but also details the dynamic course of their deployment. The study, therefore, is unique in its contribution.

Learning Creativity and Students' Performance

2022 ◽  
pp. 13-43
Author(s):  
Cátia Gonçalves ◽  
Orlando Lima Rua
Keyword(s):  
Academic Performance ◽  
Student Engagement ◽  
Student Performance ◽  
Physical Environment ◽  
Positive Influence ◽  
Learning Climate ◽  
Quantitative Methodology ◽  
Learner Engagement ◽  
Improve Student Performance ◽  
The Impact

This research aims to recognize the influence that creativity units/modules/seminars has on academic performance of students who attend. Consequently, the purpose of this study is to understand the impact that learning creativity has on Porto Accounting and Business School (ISCAP) students. Therefore, a quantitative methodology was developed through a questionnaire with 240 answers from ISCAP's students. The data was studied through reliability and explanatory factorial analysis in order to find the relation between the physical environment, learning climate, and learner engagement on the performance of students. The results show that the physical environment and learning climate have a positive influence on student performance but the same does not happen with the motivation of students. These findings focus on the necessity to improve the student engagement. It is recommended that ISCAP will take into account the factors that lead to the referred results so as to reform and develop new ways in which to improve student performance through student motivation.

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