scholarly journals GLOBAL CLASSROOM: A CASE STUDY IN ONLINE LEARNING ON SUSTAINABLE CITIES

2019 ◽  
Author(s):  
Nadine Ibrahim ◽  
Allison Van Beek
Keyword(s):  
Online Learning ◽  
Engineering Students ◽  
Course Design ◽  
Civil Engineering ◽  
Learning Experience ◽  
Sustainable Cities ◽  
Diverse Classroom ◽  
Design Learning ◽  
Global Classroom

A new learning opportunity among civil engineering students is learning about urbanization in cities, which combines the sub-disciplines of civil engineering in a seamlessly interdisciplinary manner.  One of the greatest benefits of learning about a global phenomenon such as urbanization is introducing the opportunities to offer examples of the technological, cultural and social diversity surrounding the evolution of urban design, technologies and sustainable strategies from global cities. The ability to have a globally diverse classroom to bring in these perspectives and create a learning experience that captures this information sharing and exchange can be created through course design, learning activities, and assessments, hence the “global classroom.”  The authors present a case study of the global classroom for the online course “Sustainable Cities: Adding an African Perspective” and share their perspective on learner-driven formats that support the global classroom, which hinges upon students’ own interest and commitment to an online learning format.  

PENERAPAN LMS-GOOGLE CLASSROOM DALAM PEMBELAJARAN DARING SELAMA PANDEMI COVID-19

2020 ◽  
Vol 10 (1) ◽  
pp. 38-46
Author(s):  
Ommi Alfina ◽  
Keyword(s):  
Online Learning ◽  
Engineering Students ◽  
Learning Experience ◽  
Student Activities ◽  
Face To Face ◽  
Technological Efficiency ◽  
Student Questionnaire ◽  
Face To Face Learning ◽  
And Control

This research aims to (1) find out the results of the implementation of Learning Management System (LMS)-Google Classroom in the online learning process for Informatics Engineering students, Universitas Potensi Utama during the COVID-19 pandemic; (2) learn about students' responses to online learning using LMS-Google Classroom. This research is based on the transformation of the course process from face-to-face learning to remote learning (PJJ) by relying on technology as a substitute for learning media, known as distance learning and online learning. This research was conducted using case study methods. This research was conducted on informatics engineering students in multimedia courses. Sampling techniques using purposive sampling methods. The results showed that the application of LMS-Google Classroom to online learning for Informatics Engineering students during the COVID-19 pandemic had a positive effect, especially in terms of absorption related to understanding lecture materials. Based on the results of student questionnaire calculations, it was obtained that as many as 23% of students find it difficult to attend lectures using LMS-Google Classroom which is reviewed in terms of technological efficiency and material understanding level. Meanwhile, 77% of students are happy and enthusiastic about gaining a new learning experience after using LMS-Google Classroom to participate in multimedia lectures. It can be concluded that the implementation of LMS-Google Classroom in online learning during the COVID-19 pandemic is one of the solutions that can be used so that the lecture process can continue. However, it is necessary to provide assistance and control over student activities to keep students motivated in following the lecture process in the context of online learning.

scholarly journals Effects of Students’ Home Environment, Tools, and Technology Used on Online Learning Experience in a Civil Engineering Program

2021 ◽  
Vol 11 (8) ◽  
pp. 356-367
Author(s):  
Tahar Ayadat ◽  
◽  
Mohammad Ali Khasawneh ◽  
Saidur Rahman Chowdhury ◽  
Mohammed Nayeemuddin ◽  
...  
Keyword(s):  
Online Learning ◽  
Student Performance ◽  
Engineering Students ◽  
Civil Engineering ◽  
Learning Experience ◽  
Virtual Learning ◽  
Learning Tools ◽  
Learning Improvement ◽  
Online Technology ◽  
Engineering Program

The COVID-19 pandemic has caused major disruptions in every sector of human activity around the world. The education sector is no exception. Due to physical restrictions in accessing campus infrastructures, students and instructors at academic institutions have forcibly adapted to the new norm of virtual learning with mixed expectations and outcomes. There have been several studies conducted by educational practitioners since the pandemic began, which mostly focused on how academic constituents quickly adapt to virtual learning in a general sense. The main objective of this study is to examine the effects of virtual learning infrastructure and environment on student learning, specific to the civil engineering program at Prince Mohammad Bin Fahd University (PMU). A survey was distributed to civil engineering students at PMU at the end of the fall 2020 term to gather perceptions about virtual learning and check the adequacy of online learning tools and associated environments. Student performance during virtual learning in terms of grade achievement was also investigated and compared with a normal situation. In general, it was found that students are satisfied with the current technology used to facilitate virtual learning. The anticipated outcomes of this study, including online technology readiness, curriculum adjustment, and teaching styles or methods, are to be used for virtual learning improvement should the current pandemic restriction extend to the end of the 2020–21 academic year and possibly far beyond.

scholarly journals It is not enough to flip your classroom. A case study in the course of Pavements in Civil Engineering

2019 ◽  
Vol 39 (3) ◽  
pp. 62-69
Author(s):  
Yasmany García-Ramírez
Keyword(s):  
Flipped Classroom ◽  
Civil Engineering ◽  
Learning Experience ◽  
University Teaching ◽  
Traditional Model ◽  
Group A ◽  
The Subject ◽  
Group B ◽  
The University

The flipped classroom, as an active learning model, has given remarkable results in several areas in the university teaching; however, its execution is still able to improve. This research shows the implementation and improvement of the flipped classroom model in the course of Pavements. It evaluates their influence on the students’ final grades and their learning experience. Three groups of students participated in this study, who enrolled in the course of Pavements in the Civil Engineering. Group A took the course with the traditional model, while Group B took it with a flipped classroom, and Group C experienced it with a reinforced flipped model. Groups did the course the subject in 2017, 2018 and 2019, respectively. Results show that even though with the flipped classroom models, the finals grades did not increase compared to the scores of the traditional model; however, it improved their learning experience. The students were more satisfied with the method; they even asked for fewer modifications than they did in the traditional model. This research shows that adding little academic things to the course, it would greatly influence their students' opinion.

scholarly journals Understanding Learner Behaviour in Online Courses through Learning Analytics

2021 ◽  
pp. 381-390
Author(s):  
D. Thammi Raju ◽  
G. R. K. Murthy ◽  
S. B. Khade ◽  
B. Padmaja ◽  
B. S. Yashavanth ◽  
...  
Keyword(s):  
Online Learning ◽  
Learning Analytics ◽  
Online Courses ◽  
Learning Experience ◽  
Training Needs ◽  
Online Course ◽  
Quality Of Education ◽  
Time Data

Building an effective online course requires an understanding of learning analytics. The study assumes significance in the COVID 19 pandemic situation as there is a sudden surge in online courses. Analysis of the online course using the data generated from the Moodle Learning Management System (LMS), Google Forms and Google Analytics was carried out to understand the tenants of an effective online course. About 515 learners participated in the initial pre-training needs & expectations’ survey and 472 learners gave feedback at the end, apart from the real-time data generated from LMS and Google Analytics during the course period. This case study analysed online learning behaviour and the supporting learning environment and suggest critical factors to be at the centre stage in the design and development of online courses; leads to the improved online learning experience and thus the quality of education. User needs, quality of resources and effectiveness of online courses are equally important in taking further online courses.

scholarly journals A Care-Centered Approach to Online Learning Design and Pedagogy

2021 ◽  
Vol 1 (1) ◽  
pp. 1-5
Author(s):  
Heather Robinson ◽  
Whitney Kilgore ◽  
Maha Al-Freih
Keyword(s):  
Online Learning ◽  
Course Design ◽  
Learning Experience ◽  
Methodological Approach ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Effective Learning ◽  
Learner Perspective ◽  
Instructor Behaviors

Researchers in the field of online learning have raised concerns over its lack of focus on the affective/emotional aspect of the online learning experience, despite a strong research base indicating the important role that emotions play in successful and effective learning (Ch’ng, 2019). Utilizing a phenomenological methodological approach, the researchers interviewed online students and coded transcripts based on Noddings’ Ethics of Care Framework (1984) to explore the phenomenon of care in online learning in an effort to bridge this gap and deepen our understanding of the feeling of caring and being cared-for. These findings add to the literature on the role of emotions in online learning as viewed through the lens of care-theory. The findings highlight course design issues and instructor behaviors that promote a climate of care in an online environment from a learner perspective. These findings may be of benefit to inform future teacher preparation programs.

Online Learning and Lifelong Learning

2011 ◽  
pp. 51-72 ◽  
Author(s):  
Glenn Finger
Keyword(s):  
Online Learning ◽  
Lifelong Learning ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Rural And Remote ◽  
Remote Communities ◽  
Information And Communication ◽  
Technological Improvements

This chapter explores ways in which new and emerging information and communication technologies (ICT) might transform the learning experience through online delivery. After presenting a conceptualisation of ICT use by educators in terms of inaction, investigation, application, integration, and transformation, two diverse learning settings are examined to develop insights into the implications of online learning for lifelong learning—namely, the delivery of educational services to preschool children (aged 4 years old) through to Year 10 students (aged 15 years old) in rural and remote communities in Australia, and the dimensions required for designing online learning for adult learners in higher education. Through the presentation of a case study of a School of Distance Education in Australia, which reflects technological improvements using telephone teaching, and the affordances of improved connectivity, the case study demonstrates that this has enabled the use of more constructivist approaches to teaching and learning to transform the delivery of education to rural and remote students. Subsequently, this chapter provides a synthesis of the literature relating to the critical factors influencing learner satisfaction in online learning.

Experiences of a US-India Team in Developing a Case Study That Illustrates Technical and Global Issues in Weld Design

2008 ◽  
Author(s):  
Pramod Rajan ◽  
P. K. Raju ◽  
Chetan S. Sankar
Keyword(s):  
Real World ◽  
Engineering Students ◽  
Learning Experience ◽  
Real Life ◽  
Inspection Time ◽  
Cd Rom ◽  
Global Issues ◽  
Auburn University ◽  
Institute Of Technology

Understanding the real-world issues in the global industry is one of the ways of enhancing the learning experience of engineering students. This paper describes such an experience. This was a collaborative weld design project between Auburn University, Auburn, Alabama, Indian Institute of Technology (IIT), Madras, India and Bharat Heavy Electricals Limited (BHEL), Tiruchirappalli, India. The main problems BHEL faced were (1) Inspection time of the welds, (2) Inaccessibility of the welds, and (3) Detection of kissing bond or pasty weld. Three possible solutions to these problems were identified by the practitioners. In order to bring this real-world issue into engineering classrooms, the authors developed a case study. The authors also developed a multimedia CD-ROM which brings the problem live into class rooms using video, audio and pictures. This case study has been tested with mechanical engineering students. The majority of the students found the use of case studies to be beneficial, particularly because of the group work and applicability to real life situations. The details of the case study and its implementation in an engineering class room at Auburn University are discussed in the paper.

scholarly journals Social innovation skills development in project-based capstone classes in civil engineering : a case study of the civil engineering program at the University of Missouri Kansas City

2021 ◽  
Author(s):  
◽  
Sandra Delina Marin Ruiz
Keyword(s):  
Social Impact ◽  
Engineering Students ◽  
Civil Engineering ◽  
Social Innovation ◽  
Social Problem Solving ◽  
Skill Learning ◽  
Social Needs ◽  
Future Research ◽  
Critical Element

Engineering schools play a key role in developing students' skills to appeal to an increasingly socially responsible job market. To do so, engineering educators must teach future professionals "social innovation skills": the ability to identify a community's social needs and transform this information into innovative technical solutions. This study explored to what extent do engineering students exhibit social innovation skills in an industry-driven capstone project in the program of civil engineering at a Midwestern research-intensive institution. A qualitative case study was used on a civil engineering capstone design class where data collection included interviews, document review, and thematic analysis. The results suggest new directions for future research, such as integrating community engagement and learning the structure of the government as platforms to facilitating social innovation skill learning among engineering students. I proposed the new concept of Engineering Social Innovation Skills: complex social problem solving, integrated skills to interact with communities, creativity to address social needs, and community-driven systems thinking. "Social impact" was found as a critical element to foster social innovation skill learning. This dissertation offers insights into potential curriculum improvement for engineering capstone classes and suggests new avenues for future research and career opportunities.

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