Engineering Curriculum Design - Understanding motivational variables and their influence on self-directed learners when using 1:1 mobile devices.

Engineering curriculum design and delivery within the framework of budget restraints, learning outcome policies and industry standards, is a complex task that understandably universities and the engineering industry invest significant resources. It would be expected that what is actually occurring within the engineering learning space is a reflection of the constraints upon the industry, producing graduates, and products and services that provide a return on investment through intellectual capital. Firstly, the literature review will contextualise and explain the engineering student’s motivational variables to actively engage in their learning spaces, and how this may be applied by curriculum designers to improve the quality and delivery of courses. In particular, what are the intrinsic and extrinsic motivational variables and associated values that student’s desire during their engineering learning experience. Secondly, the research study will explore how motivational theory can be applied to the stages of ‘active learning’ when integrating 1:1 mobile devices for engineering learning. 1:1 mobile devices include iPad, mobile phones, Surface Tablets or handheld Wi-Fi or Internet accessible device used for learning purposes. It is not fully understood how to influence ‘active learning using existing teaching and learning strategies. How to influence an engineering undergraduate student to prioritise the use of 1:1 mobile devices as a means to source prescribed and unprescribed curriculum resources to improve learning outcomes. Is it unreasonable to expect engineering students to be constrained to the learning resources supplied by the engineering course facilitated, or should engineering students be encouraged to use their own initiative and find their own supporting information?

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Strategi Pengajaran Dosen Dan Pengalaman Pembelajaran Mahasiswa Dalam Matematika Teknik Di Polytechnic Kuching Sarawak Malaysia

MADRASAH ◽

10.18860/jt.v6i1.3293 ◽

2016 ◽

Vol 6 (1) ◽

pp. 14

Author(s):

Ling Ying Leh

Keyword(s):

Active Learning ◽

Teaching Methods ◽

Student Involvement ◽

Teaching And Learning ◽

Engineering Students ◽

Learning Experience ◽

Learning Experiences ◽

Learning Approaches ◽

Student Centered ◽

Passive Learning

Teaching and learning approaches practiced by educators today must be different to suit the contents and time. Lecturers-teaching focused on student-centered teaching should be encouraged and emphasized as highly active student involvement is required during the process of teaching and learning. Active student involvement will form the interest of students to explore knowledge. The purpose of this study is to get the students’ perception of the lecturers’ teaching and students’ learning experiences. In this study, the lecturers’ teaching aspect highlighted is composed of a lecturer-centered teaching methods and student-centered teaching and learning experience aspects is in relation to active learning and passive learning. This study involved a total of 169 respondents among 2nd semester engineering students of diploma program who are studying in Engineering Mathematics 2 at Polytechnic Kuching Sarawak. These samples were identifid through stratifid random sampling method to answer a questionnaire about the lecturers’ teaching and students learning experiences. The instrument used was a structured questionnaire which containing 20 items. The data obtained were analyzed using descriptive statistics; i.e. mean, percentage and standard deviation. Through this study, the overall mean value obtained for lecturer-centered teaching methods and student-centered teaching methods are respectively 4.08 and 3.81. While the overall mean for active learning and passive learning is respectively 3.65 and 4.04. In this regard, the role of the lecturers who teach should not be underestimated because the majority of students still consider lecturer as a source of knowledge and “guardian” of them. Keywords: Active learning, Student-centered teaching

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Training hydrologists to be ecohydrologists: a "how-you-can-do-it" example leveraging an active learning environment for studying plant-water interaction

Hydrology and Earth System Sciences Discussions ◽

10.5194/hessd-9-9337-2012 ◽

2012 ◽

Vol 9 (8) ◽

pp. 9337-9360

Author(s):

S. W. Lyon ◽

M. T. Walter ◽

E. J. Jantze ◽

J. A. Archibald

Keyword(s):

Active Learning ◽

Learning Strategies ◽

Teaching And Learning ◽

Water Cycle ◽

Added Value ◽

Plant Water ◽

Learning Approaches ◽

Master's Students ◽

Cornell University ◽

Learn By Doing

Abstract. Structuring an education strategy capable of addressing the various spheres of ecohydrology is difficult due to the inter-disciplinary and cross-disciplinary nature of this emergent field. Clearly, there is a need for such strategies to accommodate more progressive educational concepts while highlighting a skills-based education. To demonstrate a possible way to develop courses that include such concepts, we offer a case-study or a "how-you-can-do-it" example from an ecohydrology course recently co-taught by teachers from Stockholm University and Cornell University at the Navarino Environmental Observatory (NEO) in Costa Navarino, Greece. This course focused on introducing hydrology Master's students to some of the central concepts of ecohydrology while at the same time supplying process-based understanding relevant for characterizing evapotranspiration. As such, the main goal of the course was to explore central theories in ecohydrology and their connection to plant-water interactions and the water cycle in a semiarid environment. In addition to presenting this roadmap for ecohydrology course development, we explore the utility and effectiveness of adopting active teaching and learning strategies drawing from the suite of learn-by-doing, hands-on, and inquiry-based techniques in such a course. We test a gradient of "activeness" across a sequence of three teaching and learning activities. Our results indicate that there was a clear advantage for utilizing active learning techniques in place of traditional lecture-based styles. In addition, there was a preference among the student towards the more "active" techniques. This demonstrates the added value of incorporating even the simplest active learning approaches in our ecohydrology (or general) teaching.

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Inverted Constructivism to Leverage Mobile-Technology-Based Active Learning

Handbook of Research on Mobile Technology, Constructivism, and Meaningful Learning - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-3949-0.ch013 ◽

2018 ◽

pp. 240-258

Author(s):

Doo Hum Lim ◽

Kristie Tschopp-Harris

Keyword(s):

Active Learning ◽

Mobile Technology ◽

Curriculum Design ◽

Classroom Environment ◽

Teaching And Learning ◽

Low Cost ◽

Primary Objective ◽

Mobile Technologies ◽

Design Development ◽

The Social

The classroom environment in the 21st century has increasingly utilized many types of technologies as supplemental tools for teaching and learning including instructional design, development, and delivery. The level at which schools are encompassing more technology is often restrained by financial constraints and rapid advances in the static equipment, making the equipment outdated within a short period of time. However, the use of relatively low cost mobile technologies such as tablets and cell phones in the classroom setting have reduced the social and logistical barriers in education and enhanced the creative active learning processes. The primary objective of this chapter is to offer insights into the importance of using mobile technology to educate students in today's connected society and to identify the multi-faceted advantages of mobile technology within an active learning curriculum design to encourage a meaningful learner-centered experience.

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Technology

Cases on Online Learning Communities and Beyond ◽

10.4018/978-1-4666-1936-4.ch007 ◽

2013 ◽

pp. 135-149

Author(s):

Rita Gravina ◽

Helena Pereira-Raso

Keyword(s):

Social Networking ◽

Learning Strategies ◽

Teaching And Learning ◽

Learning Experience ◽

Educational Institutions ◽

Classroom Teachers ◽

Teaching And Learning Strategies ◽

Teachers And Students ◽

Social Networking Tools

Collaboration is an important aspect of how our world functions today and an element at the core of rich learning opportunities. The role of educational institutions is one that provides provoking settings so that learning is deep and sustained well beyond the classroom walls. Learners are currently in a paradigm where they are able to learn at all hours of the day; they are no longer in a framework where learning is exclusive to a classroom. Teachers and students at The Bishop Strachan School are exploring this through the various uses of teaching and learning strategies and enriching these strategies with Web 2.0 applications. This chapter will present early explorations in the school with Wiki pages, social networking tools, such as NINGs, interactive timelines, and real-time applications, such as Google apps. Each of the cases provides an authentic learning experience for students and moves the student’s work out into the world.

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Nursing Education Innovations and Obstacles During COVID-19

10.4018/978-1-7998-7623-6.ch008 ◽

2022 ◽

pp. 162-188

Author(s):

Amy M. Curtis ◽

Tiffani L. Chidume ◽

David R. Crumbley ◽

Meghan C. Jones ◽

Karol Renfroe ◽

...

Keyword(s):

Nursing Education ◽

Nursing Students ◽

Active Learning ◽

Learning Strategies ◽

Clinical Judgment ◽

Teaching And Learning ◽

Clinical Environment ◽

First Semester ◽

Active Learning Strategies ◽

Technology Strategies

The COVID-19 pandemic created a paradigm shift in the way educators employ active learning strategies. In this chapter, the authors discuss how engaging and innovative learning strategies were developed to teach baccalaureate-level nursing students during the COVID-19 pandemic. The initial focus is on the teaching and learning strategies created for first-semester students who are developing foundational nursing skills and concepts. The discussion transitions to complex strategies developed for fourth-semester students, solidifying critical thinking and clinical judgment skills. Highlighted are active learning strategies used in the classroom, skills lab, and simulated clinical environment. These promote clinical judgment and present practical direction for adapting technology to provide an engaging learning environment. Throughout the chapter, the authors use several strategies to showcase how a nursing program responded to COVID-19 restrictions, including active learning and technology strategies, and how they can be applied across a curriculum using varying levels of technology.

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Active Learning Using Digital Smart Board to Enhance Primary School Students’ Learning

International Journal of Interactive Mobile Technologies (iJIM) ◽

10.3991/ijim.v13i07.10654 ◽

2019 ◽

Vol 13 (07) ◽

pp. 4

Author(s):

Soh Hon Mun ◽

Abdul Halim Abdullah ◽

Mahani Mokhtar ◽

Dayana Farzeeha Ali ◽

Nurul Farhana Jumaat ◽

...

Keyword(s):

Active Learning ◽

Primary School ◽

Learning Strategies ◽

Teaching And Learning ◽

Thinking Skills ◽

Research Approach ◽

Data Handling ◽

Primary School Students ◽

School Students ◽

Smart Board

Digital smart board is one of interactive technology tools which has been used widely in schools to facilitate teaching and learning. Empirical evidence shows that digital smart board allows students to construct their knowledge while mastering more advanced thinking skills. Thus integration of digital smart board facilitates active learning, which is fundamental to mastery of skills. Active learning using smart board program is a program which integrates smart board in Data Handling so that primary school students can learn Data Handling concept actively and meaningfully. Therefore, this study was conducted to identify the effectiveness of active learning using smart board program to enhance primary school students’ learning. Five experts in teaching Mathematics Education and thirty year five students were involved in this study. The students were selected based on purposive sampling. This study used both quantitative and qualitative research approach. A set of interview protocol and a set of questionnaire were used during the data collection phase. Findings from the questionnaire were analysed based on descriptive and inferential statistics by using Winsteps Version 3.72.3. In addition, thematic analysis was used to analyse the qualitative data. Findings from the study indicate that active learning using smart board program has the attributes which can effectively enhance primary school students’ learning. It is hoped that the results from this study can contribute towards development of active learning strategies, methods or activities using smart board in order to enhance primary students’ learning in school.

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Promoting Virtual Collaborative Learning with the Use of Mobile Devices

Mobile Devices in Education ◽

10.4018/978-1-7998-1757-4.ch003 ◽

2020 ◽

pp. 32-43

Author(s):

Despo Ktoridou ◽

Elli Doukanari

Keyword(s):

Collaborative Learning ◽

Mobile Devices ◽

Teaching And Learning ◽

Learning Experience ◽

Virtual Learning Environment ◽

Mobile Technologies ◽

Educational Institutions ◽

Student Centered ◽

Student Centered Learning ◽

Problem Solving Process

With the ubiquity and rapidly expanding functionality of mobile technologies, educational institutions have the potential to improve and facilitate learning. More and more educators are employing communication, collaboration and sharing tools and resources to make learning more accessible, equitable, personalized and flexible for students everywhere. This study investigates the implementation of Cloud-Based Student-Centered Learning (CBSCL) environment with the use of mobile devices in an MIS course. For the purpose of the study, the data were elicited through students' focus groups and the lecturer's notes on CBSCL as a virtual learning environment. The data were examined based on content analysis. The results indicate that CBSCL can be a challenging collaborative learning experience and a motivating approach to teaching and learning; consequently, the students become responsible for their own learning and problem solving process.

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CSCL – a tool to motivate foreign language learners: The Finnish application

ReCALL ◽

10.1017/s095834400300051x ◽

2003 ◽

Vol 15 (1) ◽

pp. 51-67 ◽

Cited By ~ 4

Author(s):

TUIJA LEHTONEN ◽

SIRPA TUOMAINEN

Keyword(s):

Foreign Language ◽

Language Learning ◽

Learning Community ◽

Learning Strategies ◽

Teaching And Learning ◽

Learning Experience ◽

Target Language ◽

Computer Supported Collaborative Learning ◽

On Line ◽

Language Students

This article discusses the applications of the theory of Computer Supported Collaborative Learning (CSCL) to teaching and learning a foreign language, in this case, one of the ‘Less Commonly Taught Languages’, Finnish. The ‘Virtually Finnish’ project was based on the idea of creating a larger, virtual Finnish learning community among the second-year Finnish language students in five US universities during the fall semester, 2001. CSCL was chosen as a base, as its principal goal is to aid the learners in sharing and distributing their knowledge to the whole learning community. In addition to discussing the set up and the content of the project, the students’ feedback about their language learning experience in the CSCL-environment will be examined. Furthermore, the conclusions, and the realization of our goals from the perspective of CSCL, as well as the students’ feedback on the collaborative process will be discussed. Based on the knowledge gained from limited feedback, a discussion of tools to aid language students in becoming a part of motivating and authentic collaboration projects on-line will be discussed. Looking at the students’ work on-line, as well as the feedback received, it was realized that certain skills crucial for communication have been neglected in teaching. Furthermore, it was realized that teaching on-line learning strategies in addition to teaching the target language is crucial. Future plans, and ideas for research in the area of CSCL will be shared in anticipation of inspiring others to undertake further research.

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Elements of Technology Enabled/Enhanced Active Learning (TEAL) to Enhance Quality and Employability of Bachelor’s Students

MATEC Web of Conferences ◽

10.1051/matecconf/201815005005 ◽

2018 ◽

Vol 150 ◽

pp. 05005

Author(s):

Nur Farha Bte Hassan ◽

Saifullizam Bin Puteh ◽

Amanina Binti Muhamad Sanusi

Keyword(s):

Active Learning ◽

Teaching And Learning ◽

Learning Experience ◽

Employability Skills ◽

Educational Institutions ◽

Technical Knowledge ◽

Learning Content ◽

New Learning ◽

Selection Of

The application of technology innovation is rapidly increasing in industries and educational institutions. This phenomenon has led to the emergence of Technology Enabled/Enhanced Active Learning (TEAL) which emphasizes the use of various techniques and technologies. TEAL is a new learning format that combines educational content from a lecturer, simulation, and student’s experiences using technological tools to provide a rich collaborative learning experience for students. This approach is used to provide academic professional development that brings innovation to the learning content, practically by using pedagogy, technology and classroom design. TEAL ensures the enhanced development of student's knowledge and skills in order to produce quality skilful workers with adequate employability skills. Technology is an effective tool used to facilitate the teaching and learning process, which can, in turn, create an active environment for students to build their knowledge, skill and experience. This paper determines the elements of TEAL based on interview sessions with expert academicians and from a systematic literature review. The selection of TEAL elements for this study was carried out using thematic analysis approach. Findings show that these TEAL elements would help institutions to promote students in involving themselves in active learning in order to enhance the quality of graduates in improving their technical knowledge, thereby enhancing their employability skills.

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No strings attached? Challenges and successes in creating a flexible, wire-free active learning classroom

Library Hi Tech ◽

10.1108/lht-04-2017-0070 ◽

2018 ◽

Vol 36 (2) ◽

pp. 211-224 ◽

Cited By ~ 4

Author(s):

Gillian (Jill) D. Ellern ◽

Heidi E. Buchanan

Keyword(s):

Active Learning ◽

Teaching And Learning ◽

Lessons Learned ◽

High Tech ◽

Learning Space ◽

Content Type ◽

Electronic Classroom ◽

Technical Details ◽

Practical Implications

Purpose This paper serves as a case study, detailing an academic library’s three-year process of redesigning, implementing, and using a library electronic classroom. The purpose of this paper is to share the challenges and successes of a library’s attempt to create a high-tech space that both accommodates active learning and is entirely flexible and free of wires. The paper provides technical details for implementing features such as wireless screen sharing and offers practical advice for librarians who are creating new teaching and learning spaces at their institutions. Design/methodology/approach This is a descriptive case study, which details the lessons learned in implementing an active learning space that incorporates technology such as wireless display to multiple screens. Findings There are still major challenges in having a truly wire-free classroom including authentication policies, wireless display technology, instructor’s station mobility, and student laptop control. Successes include flexible furniture, battery-power management solutions, and using multiple wireless devices in a single room. Practical implications Practical implications of this paper include recommendations for planning this type of upgrade in a library electronic classroom. Originality/value The unique feature of this case was the effort to combine the mobile features of a flexible learning space with some of the robust technology of a hardwired active learning classroom. This paper features technical details beyond what can be found in the library literature. For example, very little has been written about the issues involved in wirelessly displaying a computer screen to multiple devices in a classroom.

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