scholarly journals ONLINE LEARNING ELEMENT DESIGN – DEVELOPMENT AND APPLICATION EXPERIENCES

2017 ◽  
Author(s):  
Marnie V. Jamieson ◽  
John M. Shaw
Keyword(s):  
Online Learning ◽  
Student Engagement ◽  
Chemical Engineering ◽  
Independent Learning ◽  
Individual Student ◽  
Digital Learning ◽  
Design Development ◽  
University Of Alberta ◽  
The University ◽  
Capstone Design

The Capstone Design Course instructional team was selected to participate in the digital learning initiative at the University of Alberta. The goals of this initiative are to increase student engagement and promote flexible, independent learning. The objectives of the instructional team were to enhance the interactions between instructors and student design teams in the face of increasing enrolment and to align the course strategically with attributes expected for graduating engineers set out by the University of Alberta and elaborated in the Canadian Engineering AccreditationBoard (CEAB) Guidelines. Existing course lecture materials were redeveloped into an asynchronous online format for individual student engagement. Related inclass team-learning activities were prepared andimplemented. This report focuses on the design of online learning elements connected to in class active learning and project applications and our experiences with them over the course of a two-year pilot project. This paper is a follow up to “The University of Alberta Chemical Engineering Capstone Design Course Goes Flipped!”

scholarly journals THE UNIVERSITY OF ALBERTA CHEMICAL ENGINEERING CAPSTONE DESIGN COURSE GOES FLIPPED!

2015 ◽  
Author(s):  
Marnie V. Jamieson ◽  
Len Church ◽  
Frank Vagi ◽  
William Pick ◽  
Tracy Onuczko ◽  
...  
Keyword(s):  
Student Engagement ◽  
Chemical Engineering ◽  
Course Design ◽  
Independent Learning ◽  
Individual Student ◽  
Digital Learning ◽  
University Of Alberta ◽  
Online Format ◽  
The University ◽  
Capstone Design

The Capstone Design Course instructional team was selected to participate in the digital learning initiative at the University of Alberta. The goals of this initiative are to increase student engagement and promote flexible, independent learning. The objectives of the instructional team were to enhance the interactions between instructors and student design teams in the face of increasing enrolment and to align the course strategically with attributes expected for graduating engineers set out by the University and elaborated in the Canadian Engineering Accreditation Board (CEAB) Guidelines. Existing course materials were redeveloped to an asynchronous online format for individual student engagement and related activities were completed in class. Course delivery effectiveness is being evaluated by comparison with previous cohorts, improvements in post course student self-assessment, student engagement and satisfaction, and will include post course interview and survey data. This preliminary report focuses on elements of course design and preliminary findings.

scholarly journals STUDENT AND INSTRUCTOR SATISFACTION AND ENGAGEMENT WITH BLENDED LEARNING IN CHEMICAL ENGINEERING DESIGN

2019 ◽  
Author(s):  
Marnie Vegessi Jamieson ◽  
John M Shaw
Keyword(s):  
Blended Learning ◽  
Student Satisfaction ◽  
Chemical Engineering ◽  
Digital Learning ◽  
Course Structure ◽  
University Of Alberta ◽  
Student Cohorts ◽  
Self Assessments ◽  
Instructor Satisfaction ◽  
The University

  Abstract – The capstone Chemical Engineering Course was used to pilot blended learning as part of an ongoing digital learning initiative at the University of Alberta. A blended learning course structure was designed, implemented, evaluated, and redesigned using a Canadian Engineering Accreditation Board (CEAB) Graduate Attribute (GA) based continuous improvement process over a two-year pilot period. Graduate Attributes were measured using student self-assessments, instructor assessments, and through an arms length study on student engagement and satisfaction conducted with student cohorts. This contribution focuses on the results of independent interviews conducted with student cohorts during the pilot period, instructor interviews, and the data analysis of the student satisfaction and engagement surveys. Instructors were satisfied with the increased interaction with students during class time even with increased enrollment. Student satisfaction was higher for students with lower self reported GPAs, and student engagement improved in the second year of the pilot. Details of these and other outcomes are presented and discussed.  

Pandemic-Driven Online Teaching - the Natural Setting for a Flipped Classroom?

2021 ◽  
Author(s):  
Victor K. Lai
Keyword(s):  
Online Learning ◽  
Student Engagement ◽  
Online Teaching ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Chemical Engineering ◽  
Natural Setting ◽  
Traditional Lectures ◽  
Online Setting ◽  
Method Of Instruction

Abstract As the COVID-19 pandemic forced a sudden shift to online teaching and learning in April 2020, one of the more significant challenges faced by instructors is encouraging and maintaining student engagement in their online classes. This paper describes my experience of flipping an online classroom for a core Chemical Engineering Fluid Mechanics class to promote student engagement and collaboration in an online setting. Comparing exam scores with prior semesters involving in-person, traditional lecture-style classes suggests students need a certain degree of adjustment to adapt to this new learning mode. A decrease in Student Rating of Teaching (SRT) scores indicates that students largely prefer in-person, traditional lectures over an online flipped class, even though written comments in the SRT contained several responses favorable to flipping the class in an online setting. Overall, SRT scores on a department level also showed a similar decrease, which suggests students were less satisfied with the quality of teaching overall throughout the department, with this flipped method of instruction neither improving nor worsening student sentiment towards online learning. In addition, whereas most students liked the pre-recorded lecture videos, they were less enthusiastic about using breakout rooms to encourage student collaboration and discussion. Further thought and discussion on best practices to facilitate online student interaction and collaboration are recommended, as online learning will likely continue to grow in popularity even when in-person instruction resumes after the pandemic.

scholarly journals SCALABILITY OF A GRADUATE ATTRIBUTES ASSESSMENT AND CONTINUOUS IMPROVEMENT PROCESS

2015 ◽  
Author(s):  
Steven Dew ◽  
Robert Driver ◽  
Glen Thomas ◽  
Mrinal Mandal ◽  
Phillip Choi
Keyword(s):  
Continuous Improvement ◽  
Individual Student ◽  
University Of Alberta ◽  
Graduate Attributes ◽  
Continuous Improvement Process ◽  
Student Assessments ◽  
Improvement Process ◽  
Key Aspects ◽  
The University ◽  
Naive Approach

The recent Canadian Engineering Accreditation Board (CEAB) requirements mandating a graduate attributes (GA) assessment and continuous improvement process present a potentially huge burden for assessment, analysis and data management. Designing a robust GA management system and scaling to a large multi-program engineering faculty represents a significant challenge. This paper presents a hierarchical approach developed at the University of Alberta to address these challenges for one of the largest programs in Canada. A set of specific overarching principles has allowed us to significantly reduce the overall task. Key aspects include the exploitation of common indicators and measures where possible. The system currently employs 451 measures and 93,240 individual student assessments vs potentially about 1000 measures and 106 student assessments for a similar, but naïve, approach. A multiyear strategy is described to monitor progress and demonstrate a continuous improvement system.

scholarly journals Effective Coordination of Capstone Design Work Using Milestones

2018 ◽  
Author(s):  
Michel F. Couturier ◽  
Guida Bendrich ◽  
Francis Lang
Keyword(s):  
Chemical Engineering ◽  
Final Report ◽  
Design Work ◽  
Management Framework ◽  
Engineering Program ◽  
Continuous Feedback ◽  
Added Benefit ◽  
The University ◽  
Better Than ◽  
Capstone Design

 Abstract – A universal management framework has been developed for coordinating the work of students and mentors in the capstone design course offered in the Chemical Engineering program at the University of New Brunswick. The framework makes use of seven evenly spaced milestones to pace the students through their design project. The milestone documents describe the main tasks to be completed by students and apply to any client-based project. They also provide the marking scheme to be used by mentors when evaluating the team reports submitted at the end of each milestone. As an added benefit, the universal milestone framework also enables the progressive assembly of a high-quality final report since each milestone report is tailored to be a section of the final report. As expected, the performance of students on the final report is generally better than the average of their milestone grades. Furthermore, the universal framework ensures deliverables are consistent for every group regardless of their project, which results in a streamlined experience for both students and instructors. Student opinion surveys suggest that students appreciate the frequency of the milestones, which allows for continuous feedback and appropriate pacing.

scholarly journals Online Learning as a Catalyst for Self-directed Learning in Universities during the COVID-19 Pandemic

2021 ◽  
Vol 6 (2) ◽  
pp. 233-248
Author(s):  
Mncedisi Christian Maphalala ◽  
Rachel Gugu Mkhasibe ◽  
Dumisani Wilfred Mncube
Keyword(s):  
Online Learning ◽  
Student Teachers ◽  
Group Discussion ◽  
Case Study Research ◽  
Independent Learning ◽  
Structured Learning ◽  
Digital Learning ◽  
Self Directed Learning ◽  
Health Crisis ◽  
Directed Learning

The COVID-19 pandemic accelerated the use of online learning and self-directed learning to motivate and engage students. Therefore, this study sought to determine how online learning fostered self-directed learning at a South African university during this period. Higher education institutions worldwide had to shut down indefinitely following guidance from health experts to contain the spread of the COVID-19 pandemic. Since education is regarded as a pillar of development for all countries, some means had to be found to keep teaching and learning going irrespective of the ongoing health crisis. Hence, online learning made it possible for university students to continue learning during the emergency university closure. This was a period of reckoning, however, as many students began experiencing challenges related to poor internet connectivity and accessing digital learning devices. Despite these challenges, the solution was to reach out to all students to ensure that they were not excluded from the learning process. The sudden transition to online learning meant that students could no longer follow a well-coordinated, structured learning schedule that was guided and supervised on campus; rather, online learning meant they had to become more independent in their learning. Independent learning encourages students to be proactive and independent, a philosophy aligned to self-directed learning (SDL). This study explored the experiences of third-year student teachers in navigating SDL through online learning platforms. The study was underpinned by self-directed learning theory and adopted a qualitative case study research design, generating data from ten student teachers using a Zoom App focus group discussion. Data were analyzed using an inductive thematic analysis framework. The study found that although SDL is appropriate because it promotes learning independently, the majority of student teachers encountered several challenges when adopting online learning, catching them off guard because they were not formally introduced to it.

scholarly journals Online Learning in Digital Innovations

2021 ◽  
Vol 5 (4) ◽  
pp. 547
Author(s):  
Andi Mariono ◽  
Bachtiar Syaiful Bachri ◽  
Andi Kristanto ◽  
Utari Dewi ◽  
Alim Sumarno ◽  
...  
Keyword(s):  
Online Learning ◽  
Model Development ◽  
Learning Design ◽  
Digital Learning ◽  
Design Development ◽  
Research Subjects ◽  
Product Trial ◽  
Implementation Evaluation ◽  
Practice Tests ◽  
Good Learning

Students and lecturers cannot do direct learning. It is an obstacle in the delivery of material by the lecturer. The purpose of this research is to develop learning in the Digital Learning Learning Media course. This research uses development research—the model development used by ADDIE (Analyze, Design, Development, Implementation, Evaluation). The research subjects are three experts, which include material experts, media experts, learning design experts. The subject of the product trial is students. The methods used to collect data are observation, questionnaires, and tests. The instruments used to collect data are questionnaires and test sheets. The technique used to analyze the data is descriptive qualitative, quantitative, and statistical analysis. The results of the material expert test are 90% with the "very good" category. 90% "very good" learning design expert test, 90% media expert test in the "very good" category, and 95% student trials in the "very good" category. Based on data analysis, learning media for learning media is proven to be effective in learning. This finding proves a difference between the control class tcount value which is smaller than the experimental class tcount (3,558 < 5,610). The development of online learning can be helpful for students in carrying out learning caused by the limitations of distance and time. This bold course has innovative values, including independent online practice tests using camera simulators equipped with audio and video to make learning more interactive.

scholarly journals Teaching System of Smart Learning Environment for Aerobics Course

2018 ◽  
Vol 13 (05) ◽  
pp. 165 ◽  
Author(s):  
Yanan Yu ◽  
Aili Qi
Keyword(s):  
Learning Environment ◽  
University Education ◽  
Independent Learning ◽  
Fuzzy Cognitive Map ◽  
Digital Learning ◽  
Smart Learning Environment ◽  
Teaching System ◽  
Smart Learning ◽  
University Course ◽  
The University

In the past digital learning environment, we required the multimedia facilities excessively and ignored the individual needs of learners, and the teaching resources existed depending on the equipment. The emergence of smart learning environment can meet people's independent learning, customized learning, smart learning and other requirements. Meanwhile, the “intelligence" of smart learning environment conforms to the teaching features of aerobics and other body-shaping courses, which can cultivate the learners’ innovation abilities and further optimize the teaching effect. In this paper, on the basis of the theory construction of smart learning environment, we designed a teaching system of smart learning environment for the university course Aerobics based on the Fuzzy Cognitive Map (FCM), conducted the application practice of the smart learning environment in the teaching of the university course Aerobics by the controlled experiment method, analyzed the difference of teaching effect in and out of a smart learning environment, and finally drew a conclusion, in order to provide some theoretical and data support for the application of smart learning environment in the teaching of physical education (PE) majors and other university education.

scholarly journals Development of Digital Sway Teaching Materials for Online Learning in the COVID-19 Pandemic Era

2021 ◽  
Author(s):  
Ika Zutiasari ◽  
Kuncahyono .
Keyword(s):  
Online Learning ◽  
School Teacher ◽  
Average Score ◽  
Learning Needs ◽  
Design Development ◽  
Teaching Materials ◽  
Addie Model ◽  
Microsoft Office ◽  
Validation Tests ◽  
The University

Learning in the COVID-19 pandemic era requires practical teaching materials that are easily accessible to students. Digital teaching materials are alternative solutions to accommodate online learning needs. This study aimed to produce digital teaching materials using Microsoft Office 365 Sway in the era of the COVID-19 pandemic. This was development research and the ADDIE model was used, which consists of five stages, namely analysis, design, development, implementation and evaluation. The sample consisted of 242 students in Elementary School Teacher Education at the University of Muhammadiyah Malang. The results of the validation tests for teaching materials experts, material experts, and linguists showed that the average score obtained was 81.8 with valid criteria. The average score obtained by the students with very practical criteria was 3.6. User responses showed that students were interested in, and easily accessed teaching materials via URL, and digital teaching materials were equipped with videos, animations, pictures and graphic information to support lecture materials. Keywords: digital teaching materials, COVID-19, Microsoft sway, online learning

scholarly journals Exploring Omani EFL Students’ Perceptions of the Newly Adopted Online Learning Platforms at the University of Technology and Applied Sciences-Salalah

2021 ◽  
Vol 10 (2) ◽  
pp. 28
Author(s):  
Muna Kashoob ◽  
Rais Attamimi
Keyword(s):  
Applied Sciences ◽  
Online Learning ◽  
English Language ◽  
Independent Learning ◽  
Educational Institutions ◽  
University Of Technology ◽  
Applied Technology ◽  
Efl Students ◽  
Learning Platforms ◽  
The University

Due to the rapid advancement of the relevant technology and the COVID-19 health pandemic, educational institutions have had to adapt to ongoing and ever-changing circumstances at a very rapid rate. Thus, the Moodle and Microsoft Teams platforms are being used by teachers to more directly teach students, as well as fulfilling its initial role in providing a supplementary tool to maintain, the convention of independent learning. The current study explores the perceptions of a group of Omani students who are currently enrolled in the English Language Center of the University of Sciences and Applied Technology, Salalah campus, (hereafter referred to as UTAS) regarding the new online learning platforms, i.e. Moodle and Microsoft Teams. To this end, a questionnaire was adopted from Rojabi&rsquo;s (2020) study to measure the perceptions of the students towards both Moodle and Microsoft Teams platforms. A sample of 100 students was randomly selected from the population. The findings of the study have offered some important suggestions on how to improve the existing online platforms and pave the way for further research to be conducted in the same area.

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