scholarly journals Assessing the Efficacy of Online Lecture Modules in a Core Mechanical Engineering Undergraduate Course

2017 ◽  
Author(s):  
Mohammed S. Taboun ◽  
Robert W. Brennan
Keyword(s):  
Online Learning ◽  
Engineering Design ◽  
Mechanical Engineering ◽  
Mode Of Delivery ◽  
Online Course ◽  
Class Session ◽  
Online Lectures ◽  
Traditional Lectures ◽  
Online Lecture ◽  
Second Year

In recent years, there has been a growing interest in flipped delivery of undergraduate courses. There has also been an interest in blending online learning with traditional, in-class learning. In this paper, the efficacy of a blended online course is assessed based on the second-year mechanical engineering course “Computing Tools for Engineering Design” for the Fall 2016 semester. This is an extension of a Fall 2015 study in the same course where traditional lectures were used. This study examines how the online modules are used by the students, as well as students’ opinions on the video effectiveness. The results of the study painted a picture of a typical flipped delivery student: one who streams the content on a personal device/computer before the in-class session, and tends to stop/rewind the content rather than playing it continuously. Student impressions of the mode of delivery were generally positive, indicating that a combination of online lectures and in-class practice sessions support learning.

scholarly journals Business Models Canvas of MOOCs: an Investigation of Sustainable Practices for MOOC Universities

Jurnal INFORM ◽  
2021 ◽  
Vol 6 (2) ◽  
pp. 133-137
Author(s):  
Erri Wahyu Puspitarini ◽  
Anastasia Maukar ◽  
Fitri Marisa ◽  
Kurniawan Wahyu Haryanto ◽  
Teguh Pradana
Keyword(s):  
Online Learning ◽  
Business Model ◽  
Business Models ◽  
Industrial Revolution ◽  
Online Course ◽  
Massive Open Online Course ◽  
Online Lectures ◽  
Online Lecture ◽  
Business Design

Massive Open Online Course (MOOC) is defined as an online open-access course available to an unlimited number of students from any location. These online lectures provide convenience and timeliness for students, enabling them to study from anywhere and anytime. With the demand for online learning, universities require a business design model for the MOOC application that will be used as online learning with the hope that it can be carried out continuously and in the long term to support the existence of online learning. The online learning process in Indonesian education in the era of the Industrial Revolution 4.0 and the implementation of the Merdeka Belajar Kampus Merdeka (MBKM). This research aims to create a business model for the implementation of the MOOC application as an open online lecture. The stages of this research method include a literature review study related to business models by the world's leading MOOC platforms, including Coursera, EdX, Udacity, and Udemy. Then analyzed and made a business model using the nine-block canvas method and implemented the MOOC application in the context of the MBKM Curriculum.

Blended Learning by Gamification in a Second-Year Introductory Engineering Design Course

2018 ◽  
Author(s):  
Alyona Sharunova ◽  
Ahmed Ead ◽  
Christopher Robson ◽  
Misha Afaq ◽  
Pierre Mertiny
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Engineering Design ◽  
Rapid Development ◽  
Post Secondary ◽  
Face To Face ◽  
Learning Platform ◽  
Before And After ◽  
Second Year ◽  
Face To Face Instruction

With the rapid development of engineering and new demands of contemporary employers, post-secondary institutions have to adapt, improve and enhance engineering curricula to ensure that recent graduates possess appropriate levels of technical and professional skills and multilateral abilities for a successful start in industry. As industrial technologies, tools, and processes evolve, so must teaching methodologies and approaches, which significantly changes the structure of engineering courses. To ensure that students not only master technical knowledge but also develop their professional, interpersonal, cognitive and computer skills, engineering curricula have begun to shift from a classic instruction format to a blended learning format. Blended learning, the strategy of combining regular face-to-face instruction with online learning and/or other out-of-class-activities, is increasingly used in post-secondary education and disciplines and can take different forms depending on the course needs and desired learning outcomes. This paper reviews the recent implementation of blended learning in the form of gamification of a second-year introductory engineering design course using a commercial online learning platform. The reasoning, methodology, process and the results of student surveys before and after the online game are discussed along with suggested improvements.

scholarly journals Experience of online lecture delivery in a Nigerian university

2020 ◽  
pp. 3-4
Author(s):  
E.O. Akinkunmi
Keyword(s):  
Online Learning ◽  
Global Community ◽  
Resource Limited Settings ◽  
New Normal ◽  
Resource Limited ◽  
Online Lectures ◽  
Online Lecture ◽  
Nigerian University ◽  
First Time

As COVID-19 continues to affect the global community, the ways in which stakeholders in pharmacy training respond to the ‘new normal’ will have long-lasting impact on the outcome of future pharmacists and the profession. This paper presents a report on the first-time experiment of using online lectures for some sets of students in a Nigerian pharmacy faculty. Challenges experienced during the lecture, as well as the suggestions and comments from students and faculties are included. It is evident that all stakeholders need to be carried along in designing the best way forward in pharmacy training in the present challenging times. It is concluded that online learning can offer an important alternative in resource limited settings, when all stakeholders are actively involved in its design.

scholarly journals Students’ Attitudes to the Online University Course of Management in the Context of COVID-19

2020 ◽  
Vol 4 (4) ◽  
pp. 283-292
Author(s):  
Miglena Angelova
Keyword(s):  
Online Education ◽  
Tertiary Education ◽  
Traditional Lecture ◽  
Empirical Survey ◽  
Online Lectures ◽  
Traditional Lectures ◽  
Analysis Of Results ◽  
Online Lecture ◽  
Students Attitudes ◽  
University Course

The present paper tracks the attitudes of the Bulgarian students towards online education provided by the universities during the quarantine period due to the pandemic situation caused by COVID-19. The study presents data and analysis of results from an empirical survey conducted in April 2020 among students in different stages of their tertiary education in Bachelor Degree. Our findings show that students define online lectures with the same quality as traditional lectures in auditoriums. In terms of intensity there is no clear expressed opinion of responders with slight predominance of people who claim that the intensity of online learning is less than the traditional lecture. Major part of responded students claims that they manage to focus better in online lecture. Students are convinced that in online environment they work easier in individual tasks, but not in team works.

scholarly journals Evaluasi Website Kuliah Online STMIK Amikom Purwokerto Menggunakan Metode Heuristik (Studi Kasus Mata Kuliah Enterprise Resource Management)

2019 ◽  
Vol 18 (2) ◽  
pp. 171-179
Author(s):  
Debby Ummul Hidayah ◽  
Ika Romadoni Yunita ◽  
Gustin Setyaningsih
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Resource Management ◽  
Interface Design ◽  
Heuristic Evaluation ◽  
Web Interface ◽  
Effective Learning ◽  
Online Lectures ◽  
Calculation Results ◽  
Online Lecture

Online lecture is one alternative to support distance learning. STMIK Amikom Purwokerto has implemented the online lecture system. In order to support effective learning while studying online using website media, an effective web interface is needed. However, there were complaints from users when accessing web lectures online. One of them is the user does not understand the overall use of functions on the existing system. Therefore heuristic evaluation is needed to find out how useful the system is in supporting online lectures. The results show that based on the calculation results using heuristic evaluation, the severety rating with a scale of 3 means that the online learning website at STMIK Amikom Purwokerto needs to be throughly improved from both system functionality and interface design.

scholarly journals What's Missing? How Interpersonal Communication Changes During Online Learning

2021 ◽  
Vol 17 (4) ◽  
pp. 148
Author(s):  
Prawinda Putri Anzari ◽  
Seli Septiana Pratiwi
Keyword(s):  
Online Learning ◽  
Interpersonal Communication ◽  
Sociology Department ◽  
Communication Process ◽  
Primary Data ◽  
Group Discussions ◽  
Face To Face ◽  
Online Lectures ◽  
Active Observation ◽  
Online Lecture

Abstract:  During the Covid-19 pandemic in Indonesia, all communication activities have been carried out mostly through CMC, including online learning that students must experience. This situation brings big changes in the communication process between lecturers and students and vice versa. This paper aims to see how interpersonal communication changes in the online lecture process and what elements of interpersonal communication are lost with technology in online learning. The data collection method in this study was to conduct Focus Group Discussions on Sociology students at the Universitas Negeri Malang. 6 students were involved in the FGD with the criteria for students above the 2019 class who had experienced face-to-face and online lectures. Primary data was obtained through active observation of Sociology Department lecturers. This study indicates that many dimensions of interpersonal communication are missing in online lectures, such as the loss of empathy between students due to the absence of face-to-face communication and miss communication in online lectures, which causes interpersonal communication not to work effectively. Furthermore, Interpersonal communication cannot be established properly if the lecturer does not have high technological skills. It can then affect the spirit of student learning in online lectures.     Keywords: higher education, ICT skills, interpersonal communication, online learning

scholarly journals Teaching Engineering Accountability through Physical Prototyping

2015 ◽  
Author(s):  
Richard Retzlaff ◽  
David Torvi ◽  
Richard Burton
Keyword(s):  
Engineering Education ◽  
Engineering Design ◽  
Mechanical Engineering ◽  
Teaching Method ◽  
Faculty Advisor ◽  
Second Year ◽  
The University

Professional Engineers are generally accountable for the construction of a physical artifact. Therefore, an important outcome of an engineering education is to appreciate this accountability within the context of engineering design classes. To this end, the second year mechanical engineering design class at the University of Saskatchewan was modified to emphasize accountability through physical prototyping. Significant changes to the structure and facilities used in the course were required to implement this new teaching method. These included schedule changes, faculty advisor orientation, and the establishment of a five-workstation fabrication/prototyping lab. Anecdotal and survey evidence over the first three years suggests the change was a success.

scholarly journals A survey on dental students’ perception regarding online learning during COVID-19 pandemic

2021 ◽  
Author(s):  
Andreea Kui ◽  
Anca Labunet Jiglau ◽  
Andrea Chisnoiu ◽  
Marius Negucioiu ◽  
Silvia Balhuc ◽  
...  
Keyword(s):  
Online Learning ◽  
Teaching Methods ◽  
Online Teaching ◽  
Dental Students ◽  
Traditional Teaching ◽  
Online Lectures ◽  
Traditional Teaching Methods ◽  
Traditional Lectures ◽  
Online Activities

Background and aims. This study aimed to assess the students’ opinion about the efficiency of online teaching and also about the methods and features to be implemented even after this pandemic period would pass. Methods. A questionnaire was formulated in order to evaluate the students’ perception about the teaching methods used by the Faculty of Dentistry, which was distributed through email. Results. The answers of 208 students were analyzed. There were 157 women and 51 men, 119 were from Cluj County, while 89 were from other Romanian counties; 102 of the students were in the 4th year of study, while 62 were still in the preclinical years (1st, 2nd, 3rd), and the rest of 44 of the subjects, were in the 5th or 6th year of study. 85.8% of the respondents were satisfied with the traditional lectures, 51.7% considered that online lectures were more useful than the traditional. 187 (88.6%) of the students were satisfied with the traditional practical activities, while 37 (16.1%) believed that online activities were more useful to them, 111 (52.6%), believed that they were able to communicate better with the teacher during the online lectures. Conclusions. Overall positive responses were reported regarding the acceptability and usability of online learning. The students viewed online learning helpful as a supplement to their learning rather than a replacement for traditional teaching methods.

scholarly journals RESPON MAHASISWA TERHADAP PERKULIAHAN ONLINE PADA PEMBELAJARAN MATEMATIKA DI MASA PANDEMI COVID-19

2021 ◽  
Vol 4 (1) ◽  
pp. 67-84
Author(s):  
Lisnani Lisnani ◽  
Benidiktus Tanujaya
Keyword(s):  
Online Learning ◽  
Online Courses ◽  
Learning Systems ◽  
Student Responses ◽  
Face To Face ◽  
Online Lectures ◽  
Data Collection Process ◽  
Online Lecture ◽  
Face To Face Learning

The COVID-19 pandemic has significantly changed Indonesia's educational system, including its universities. In all subjects, including mathematics, face-to-face learning systems must be transformed into online learning systems. The purpose of this study is to examine student responses to online lectures delivered during the Covid-19 pandemic. The study employed a descriptive qualitative method, with 30 students enrolled in high-grade mathematics courses. The data collection process included document analysis, observation, and questionnaire-assisted interviews. After that, the data were analyzed using descriptive statistics techniques and presented in diagrams and narration. The results revealed that the online lecture process incorporated a digital platform, including video conferencing via Zoom, cloud meetings, WhatsApp, and the University's Lumen. The majority of students dislike online learning, even though the lectures are delivered like face-to-face lectures. They dislike online courses for two primary reasons: the unstable quality of the internet network and difficulty comprehending subject concepts.

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