scholarly journals STUDENT AND FACULTY EXPERIENCE WITH BLENDED LEARNING IN A FIRST-YEAR CHEMISTRY FOR ENGINEERS COURSE

2018 ◽  
Author(s):  
Eline Boghaert ◽  
Jason Grove ◽  
Marios Ioannidis ◽  
Felicia Pantazi ◽  
Mary Power
Keyword(s):  
Blended Learning ◽  
Engineering Students ◽  
Learning Model ◽  
First Year ◽  
Self Directed Learning ◽  
Traditional Lecture ◽  
Course Content ◽  
Directed Learning ◽  
And Performance ◽  
The University

 Abstract CHE 102, Chemistry for Engineers, is an introductory chemistry course taken by most engineering students at the University of Waterloo during their first term of study. In an effort to create time for more valuable instructor-student interaction and to allow students to explore course content at their own pace, some lecture sections piloted a blended learning model for approximately half the Fall 2016 term. Data from surveys administered throughout the term were combined with course grade data in an effort to compare and contrast student experience, satisfaction and performance between a blended learning and traditional lecture model of instruction. While the results from the Fall 2016 study are inconclusive due to challenges with survey administration and implementing the blended learning model, lessons were learned with respect to the readiness of the students for self-directed learning and the integration of the online and in-class components. We plan on continuing this study during the Fall 2017 term.

scholarly journals Understanding Barriers to Student Success: What Students Have to Say

2017 ◽  
Author(s):  
Elizabeth Kuley ◽  
Sean Maw ◽  
Terry Fonstad
Keyword(s):  
Student Success ◽  
Student Perceptions ◽  
Undergraduate Students ◽  
Engineering Students ◽  
First Year ◽  
Self Directed Learning ◽  
Directed Learning ◽  
College Of Engineering ◽  
The University

This paper focuses on feedback received from a set of qualitative questions that were administered to undergraduate students in the College of Engineering at the University of Saskatchewan, as part of a larger mixed methods study. The larger study aims to identify what characteristics, if any, can predict or are related to student success; The “start-stop-continue” method was utilized to assess student perceptions about  their success in the college as a whole. The students were asked: Are there any specific things that you can think of that act/acted as barriers to your success in engineering (stop)? What could the college do/change to make first year more successful for engineering students (start)? Is there anything in your engineering degree so far that you feel is done well and helps students succeed (continue)? Students identified the quality of instruction early in their program as well as adjustment to college workloads and self-directed learning as the most significant barriers tostudent success.

A Study of Blended Learning in a First-Year Chemistry for Engineers Course

2018 ◽  
Author(s):  
Jason Grove ◽  
Eline Boghaer
Keyword(s):  
Blended Learning ◽  
Engineering Students ◽  
Learning Activities ◽  
First Year ◽  
Student Interactions ◽  
Traditional Lecture ◽  
The Past ◽  
Problem Solving Strategies ◽  
And Performance ◽  
Compare And Contrast

Chemistry for Engineers is an introductory chemistry course taken by most engineering students at Waterloo during their first term. Over the past two years online content was developed to facilitate the implementation of blended learning. The motivation for this was: i) to create time for more valuable instructor–student interactions, allowing the instructor to reinforce challenging concepts, focus on problem-solving strategies and lead experiential learning activities, and, ii) to allow students to explore content at their own pace, thereby accommodating the diversity of students’ high-school chemistry preparation. Our study aims to compare and contrast student experience, satisfaction and performance between a blended learning and traditional lecture model of instruction through data from surveys and grades

scholarly journals CONSIDERATIONS FOR DEVELOPMENT OF CRITICAL REFLECTION SKILLS IN FIRST-YEAR ENGINEERING INFORMED THROUGH STUDENT PERSPECTIVES

2020 ◽  
Author(s):  
Elizabeth DaMaren ◽  
Danielle Pearlston ◽  
Stephen Mattucci
Keyword(s):  
Student Perceptions ◽  
Undergraduate Students ◽  
Critical Reflection ◽  
Engineering Students ◽  
First Year ◽  
Self Directed Learning ◽  
Learning Skills ◽  
Student Activities ◽  
Academic Settings ◽  
Directed Learning

Reimagined curriculum models offer new possibilities for embedding durable competencies into the curriculum, including critical reflection, which promotes the development of self-directed learning skills. However, students often perceive these skills as unimportant with pre-existing biases focusing on technical content as the core of engineering.  The primary goal of this work was to identify key considerations when integrating critical reflection into engineering curricula, specifically in the context of first-year engineering, to promote the development of student self-directed learning skills.  This work was framed within the Students-as-Partners (SaP) approach, where two undergraduate students worked in collaboration with the instructor. To gather information regarding student perceptions of critical reflection, focus groups were conducted for first-year engineering students and students familiar with reflection.  Qualitative thematic analysis was performed on the focus group data and key insights were identified and categorized into five themes: approaches, supporting students, evaluation and framing, development pathway and value, and reflection for engineers. Suggested learning outcomes, student activities, and evaluation methods are proposed. These findings are applicable to implementing reflection across a variety of academic settings, as they highlight main considerations and challenges faced with reflection from the perspective of students in multiple programs. 

scholarly journals Comprehensive Case Study Program of Ethics Course Based on the Blended Learning Model and its Impact on Active Learning Indicators

2020 ◽  
Author(s):  
leili mosalanejad ◽  
Atefeh karamzadeh ◽  
Leila Bazrafkan
Keyword(s):  
Active Learning ◽  
Medical Ethics ◽  
Blended Learning ◽  
Educational Program ◽  
Self Regulation ◽  
Learning Model ◽  
Self Directed Learning ◽  
Ethics Course ◽  
Directed Learning

Abstract Background Now in training physicians, should be pay attention to medical education and clinical skills with respect to justice, dignity and human rights. This is the ultimate goal of medical ethics. The purpose of this study is a comprehensive case study educational program of ethics course based on blended learning model and its effect on indicators of active learning. MethodsThis quasi-experimental intervention study was performed on 70 physiopathology medical students who had taken medical ethics course. The students' educational program included teaching theoretical topics of medical ethics, discussing ethical issues and clinical reasoning on cases, discussing in forum environment and individual assignments in LMS system and completing portfolio. Student evaluation was associated with evaluating the effect of method on students' knowledge, attitude and ethical reasoning skills. The impact of intervention on self-directed learning and self-regulation was also investigated. Data collection tools were Gaglimino (1978) and Beauford (1995) self-directed readiness questionnaires that students answered before and after their intervention. . Data analysis was performed using SPSS software at two levels of descriptive and analytic statistics. Results The results showed that there was a significant difference between students 'self-direction after the intervention compared to before the intervention (p = 0.005). but, students' self-regulation was not significant despite the increase after the intervention (p = 0.149). Also, the total score of students in intervention group were significant compared to traditional group (p<.05).Conclusion According to research findings, it is suggested that while considering student-centered educational approaches based on case study, the use of blended learning in medical ethics course, can have a positive effects on improving students' learning and individual learning indicators (self-regulation and self-directed learning). Using those method suggest in other medical courses.

scholarly journals Using Incoming Data to Monitor Engagement and Inform Mathematics Support Interventions

2019 ◽  
Vol 17 (3) ◽  
pp. 15-27
Author(s):  
Ioannis Lignos
Keyword(s):  
Student Success ◽  
Student Performance ◽  
Engineering Students ◽  
Performance Data ◽  
First Year ◽  
Teaching Activities ◽  
Student Behaviour ◽  
And Performance ◽  
The University ◽  
Academic Year

Students who do not engage enough with their studies could place themselves at risk of underperforming or failing. Such a risk may be higher for students who are assessed in one or more mathematics modules and lack the appropriate background knowledge, or do not engage enough with related teaching activities. It has been shown for students who engage with mathematics support, there is a significant impact on student performance and progression in the relevant modules. Thus, improving the mechanisms of engagement with mathematics support should be a priority for any student success strategy.We discuss the monitoring of attendance and performance data of first-year engineering students, as it becomes available, in order to inform interventions which suit the observed student behaviour best. Specifically, the method described was used with first-year engineering students at the University of East London (UEL) during the 2017-8 academic year. We find that when monitoring processes are applied to an already tailored support package, they can often help maintain engagement levels, understand why some students do not engage, and prompt us to differentiate support further.

Engineering for good: A case of community driven engineering innovation

2018 ◽  
Vol 6 (1) ◽  
Author(s):  
Chinweike Eseonu ◽  
Martin A Cortes
Keyword(s):  
Engineering Students ◽  
Technology Innovation ◽  
Local Communities ◽  
First Year ◽  
Engineering Curriculum ◽  
Engineering Design Process ◽  
The World ◽  
The University ◽  
Social Consideration

There is a culture of disengagement from social consideration in engineering disciplines. This means that first year engineering students, who arrive planning to change the world through engineering, lose this passion as they progress through the engineering curriculum. The community driven technology innovation and investment program described in this paper is an attempt to reverse this trend by fusing community engagement with the normal engineering design process. This approach differs from existing project or trip based approaches – outreach – because the focus is on local communities with which the university team forms a long-term partnership through weekly in-person meetings and community driven problem statements – engagement.

scholarly journals Challenges and Opportunities of Asynchronicity: Task-Based Approach After COVID-19

2021 ◽  
Author(s):  
Līga Beļicka ◽  
◽  
Tatjana Bicjutko
Keyword(s):  
Teaching And Learning ◽  
Research Question ◽  
Educational Process ◽  
Asynchronous Learning ◽  
First Year ◽  
Self Directed Learning ◽  
First Year Students ◽  
Challenges And Opportunities ◽  
Directed Learning ◽  
Professional Contexts

The fast transition to fully online studies due to the pandemic made the universities around the world question many of their accepted notions on teaching foreign languages in general and English for Specific Purposes (ESP) methodology in particular. Putting stress on the synchronous remote teaching and learning has proven to yield a reductionist perspective missing asynchronicity, the dimension which makes reconsider the whole educational process. With its shift from the sole focus on learning terminology to training skills in authentic professional contexts, the task-based approach has long excelled in meeting the diverse needs of students. Thus, the research question is how well task-based teaching (TBT) solves the problems raised with asynchronous learning in a university ESP course. The research of available literature on TBT yielded the framework for constructing an extended task applicable in the advanced medical English. The case study with 120 first-year students of medicine organised around an informational interview with health professionals demonstrated easy adaptability of the task to the asynchronous nature of the educational process. Personal observations by the course instructor, summaries of student-conducted interviews, and student written feedback proved the responsiveness of the method to the learners’ needs and the potential of the approach in terms of motivation. The emphasis on self-directed learning, however, threatens the systematicity of the acquired language skills, as a more controlled teaching environment would not allow “skipping” any learning step. Additionally, TBT does not solve the problem of the voluminous teaching load.

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