Computer-Aided Engineering Education

Paradigm Shift ◽

Teaching And Learning ◽

Learning Experience ◽

Knowledge Society ◽

Learning Approaches ◽

Computer Aided ◽

Information And Communication

The paradigm shift in engineering education in response to the revolution of the knowledge society has created new challenges for education practitioners. The utilization of Information and Communication Technologies (ICT) to facilitate the teaching and learning in engineering has increasingly raised the interest of the education practitioners throughout the world. In this chapter, the authors discuss the trends and paradigm shift in engineering education followed by the importance and current usage of ICT to support the teaching and learning in engineering. Additionally, the new learning approaches and emerging technologies that have great potential to enhance the learning experience in engineering are recommended. Finally, the authors propose a conceptual framework for the creation of a computer-aided learning environment for engineering education, particularly mechanical engineering.

Outlooks and Opportunities in Blended and Distance Learning - Advances in Mobile and Distance Learning ◽

Acknowledging the Distance Learner

10.4018/978-1-4666-4205-8.ch017 ◽

2013 ◽

pp. 242-254

Author(s):

Trish Andrews

Keyword(s):

Distance Learning ◽

Teaching And Learning ◽

Learning Experience ◽

Effective Learning ◽

Distance Learner ◽

E Learning

The growth of e-learning, particularly distance learning via e-learning, is widely recognised as a significant factor influencing higher education in the 21st century. The rapid and ongoing uptake of Information and Communication Technologies (ICT) for teaching and learning, along with the recognition that increased student engagement can lead to more effective learning, is changing the way in which teaching and learning occurs in universities. This chapter suggests that the distance learner is frequently overlooked in the current climate when it comes to consideration of student needs and that current applications of ICT for distance learning raises questions about the quality of their learning experience. The chapter discusses the role of the student voice in understanding and addressing students’ needs in relation to the quality of their learning experience and suggests that greater attention needs to be paid to the distinct voice of the distance education student. The chapter provides some methodologies for collecting the student’s voice and gives consideration to how addressing the distance learners’ voice to enhance their learning experience might be most effectively accomplished.

Designing of E-learning for Engineering Education in Developing Countries

Web-Based Engineering Education ◽

10.4018/978-1-61520-659-9.ch001 ◽

2010 ◽

pp. 1-19

Author(s):

B. Noroozi ◽

M. Valizadeh ◽

G. A. Sorial

Keyword(s):

Developing Countries ◽

Engineering Education ◽

Teaching And Learning ◽

Success Factors ◽

Distributed Structure ◽

E Learning ◽

Key Issues

Traditional education for engineers has shifted towards new methods of teaching and learning through the proliferation of Information and Communication Technologies (ICT). The continuous advances in technology enable the realization of a more distributed structure of knowledge transfer. This becomes critically important for developing countries that lack the resources and infrastructure for implementing engineering education practices. The two main themes of technology in designing e-Learning for engineering education in developing countries focus either on aspects of technological support for traditional methods and localized processes, or on the investigation of how such technologies may assist distance learning. Commonly such efforts are threefold, relating to content delivery, assessment and provision of feedback. This chapter is based on the authors ‘10 years’ experience in e-Learning, and reviews themost important key issues and success factors regarding the design of e-Learning for engineering education in developing countries.

TBL, Self-assessment, and Use of ICT: A Methodological Option to Benefit the English Learning Process in a Colombian University

Journal of Language Teaching and Research ◽

10.17507/jltr.1006.04 ◽

2019 ◽

Vol 10 (6) ◽

pp. 1162

Author(s):

María Constanza Rodríguez ◽

Lady Johanna Ramírez ◽

Javier Mauricio Camargo

Keyword(s):

Formative Assessment ◽

Learning Process ◽

Teaching And Learning ◽

English Learning ◽

Learning Approaches ◽

Learning And Teaching ◽

English Classes ◽

Information And Communication

For more than 10 years, English teaching and learning approaches at Politecnico Grancolombiano were based on traditional methodologies with noticeable prevalence of deductive learning and summative assessment. In 2017, we surveyed students and teachers to analyze this panorama, and more than 500 responses shed light on the lack of motivation most of them had in their English learning and teaching processes. As a result, through a qualitative research project, we implemented the task-based teaching and learning approach in our English classes, featuring formative assessment, the use of information and communication technologies, and encouraging self-reflection moments for students to raise awareness of their learning process. The objective of this project was to identify the real benefits of these methodological changes in our programs, and to ensure triangulation, we used different data collection instruments such as journals, artifacts and surveys. It was found that task-based lessons offer students innovative, creative and real opportunities to learn English in and out of class. As well, students’ motivation and awareness of their learning process increased due to formative assessment routines. As for teachers, it can be concluded that these methodological innovations helped them plan more dynamic lessons and evidence students’ progress. Regarding Information and Communication Technologies (ICT), it was evident that it played an important role in teachers’ and students’ engagement. However, it revealed that it was necessary to strengthen technological skills and to guarantee the conditions to implement it.

Advanced Technology-Assisted Problem Solving in Engineering Education - Advances in Educational Technologies and Instructional Design ◽

ICT and Education

10.4018/978-1-7998-0465-9.ch002 ◽

2020 ◽

pp. 27-77

Keyword(s):

Learning Styles ◽

Engineering Education ◽

Mechanical Engineering ◽

Paradigm Shifts ◽

Computer Aided ◽

Computer Aided Learning

This chapter reviewed the literature on the trends and paradigm shifts in engineering education. Through the literature, the problems in mechanical engineering specifically for the learning of mechanics dynamics were identified. The importance of information and communication technologies (ICT) and the application of computer-aided learning (CAL) in engineering education was discussed. In the last section of this chapter, the theory of learning styles associated with engineering education was studied.

Handbook of Research on Instructional Systems and Educational Technology - Advances in Educational Technologies and Instructional Design ◽

Social Media, Mobile Technology, and New Learning Opportunities

10.4018/978-1-5225-2399-4.ch024 ◽

2017 ◽

pp. 274-290

Author(s):

Terry T. Kidd ◽

Jame'l R. Hodges

Keyword(s):

Social Media ◽

Urban Youth ◽

Teaching And Learning ◽

Learning Experience ◽

Knowledge Exchange ◽

Engaged Learning ◽

Learning Context ◽

Information And Communication

Engaging youth in meaningful social and educational spaces is one of several goals related to urban education (Obiakor & Beachum, 2005). With the advances of Web 2.0 technology tools and information and communication technologies, access to educational and social spaces have become open and ubiquitous (Bonk, 2009). Harnessing the power of these tools may help facilitate a knowledge exchange within these environments. To that extent social media has been shown to provide relevant engagement and collaboration to an educational and social learning process for urban youth (Greenhow, Robelia, & Hughes, 2009). Exploration into the uses of social media within creative formal and informal spaces by urban youth may provide insights into how these tools may be used within a broader teaching and learning context to facilitate a more engaged learning experience that involves technology and ultimately social justice. Engaging youth in meaningful social and educational spaces is one of several goals related to urban education. With the advances of Web 2.0 technology tools and information and communication technologies, access to educational and social spaces have become open and ubiquitous. Harnessing the power of these tools may help facilitate a knowledge exchange within these environments. To that extent social media has been shown to provide relevant engagement and collaboration to an educational and social learning process for urban youth. Exploration into the uses of social media within creative formal and informal spaces by urban youth may provide insights into how these tools may be used within a broader teaching and learning context to facilitate a more engaged learning experience that involves technology and ultimately social justice.

Closing the Digital Gap in Africa

International Higher Education ◽

10.6017/ihe.2011.64.8552 ◽

2015 ◽

Author(s):

Anna Bon

Keyword(s):

Teaching And Learning ◽

Knowledge Society ◽

Global Knowledge ◽

The Road ◽

Digital Gap ◽

High Level ◽

Collaborative Research Networks

African universities need information and communication technologies (ICTs) to enhance teaching and learning, to participate in collaborative research networks and to deliver high-level ICT experts for society. By adopting ICTs in an innovative way, higher education in Africa can pave the road towards the global knowledge society.

From Hypotheses and Working Scenarios to Arguments Aimed at Alternating Traditional Training with Computer-Assisted Training

Asian Journal of Education and Social Studies ◽

10.9734/ajess/2020/v13i430340 ◽

2020 ◽

pp. 33-43

Author(s):

Bogdan-Vasile Cioruța ◽

Alexandru Lauran

Keyword(s):

Knowledge Society ◽

Computer Assisted ◽

Decision Making Problem ◽

Computer Aided ◽

Knowledge Age ◽

History Of ◽

The Moment

Nowadays, the era that we live in can be described as the Information Age, sometimes even as the Knowledge Age. No matter what area of science and technology we look at, it is obvious that we are dealing with an ‘information overflow’ without precedent in the history of mankind. In this context, Educational Sciences are no exception, and recent advances in this field, considering Computer-Aided Training, would have been unthinkable, unmanageable, and unattainable without the support offered by modern information and communication technologies, in the sense of Learning Management Systems. In its turn, Computer-Aided Training via sustainability educational index is integrated into Knowledge Society, where it plays an important role, for educational data-dependent actors, in decision-making, problem-solving, analyzing trends, understanding their customers, and doing research, being closely linked with pedagogical requirements in decades. Through this paper we aim to show that, at the moment, it is appropriate not to rely only on classical training, or on the contrary to deviate too much from it, embracing only computer-assisted training. It is appropriate to be flexible and to choose to carry out the pedagogical act using both variants equally, by alternating them in a modular aspect.

Integration of traditional and innovative scientific researches: global trends and regional aspect ◽

INTRODUCING OF FLEXIBLE APPROACHES TO TEACHING AND LEARNING IN AN ENGINEERING EDUCATION

10.30525/978-9934-26-001-8-1-6 ◽

2020 ◽

Author(s):

Galyna Lutsenko ◽

Keyword(s):

Engineering Education ◽

Industry 4.0 ◽

Teaching And Learning ◽

Institutional Support ◽

Educational Process ◽

Approaches To Teaching ◽

Pedagogical Framework

The ability to adapt to the demands of a rapidly changing world is currently considered as a competence that is critical for engineering students to successfully self-actualize in the professional field. Therefore, the significance of the coordinated efforts of universities and stakeholders aimed at ensuring the flexibility of the teaching and learning is immensely increasing. Such efforts are the part of the effective formation of the future engineers’ ability to adapt to changing circumstances and environments as well as the ability to engage in lifelong learning. The goal of this work is twofold. At first, this study focuses on the challenges and opportunities for modern engineering and engineering education in the Industry 4.0 framework. The key requirement to future engineers’ skills and competences, that had been caused by intensive development of Industry 4.0, are reviewed. It was shown that flexibility and adaptability are considered by accreditation boards, researchers, and teachers as mandatory skills for modern engineers. Also, the concept of flexible teaching and learning is reviewed. The structure of flexible teaching and learning is analyzed in order to outline the directions and ways of its introducing in an engineering curriculum. The organizational and pedagogical framework for ensuring the flexible teaching and learning is proposed. Such framework is based on an analysis of modern requirements to future engineers. Also, the peculiarities of the system of Ukrainian engineering education had been taken into account. The proposed organizational and pedagogical framework includes five interconnected aspects, that are related to issues of the institutional support of educational process, the evolution of the content of an engineering education in the framework of Industry 4.0, the pedagogical approaches that are should be used, ways of using of information and communication technologies in an engineering education, and the personal values and motivation of students. It is emphasized that the institutional support plays an important role in improving the flexibility of the educational process by supporting the integration into the educational process of innovative student-centered approaches to teaching and learning. The increasing role of information and communication technologies leads to the necessity to introducing blended learning approaches as obligatory element of engineering degree programmes.

LEARNING STATISTICS COURSE USING COMPUTER_AIDED SOFTWARE: A CASE STUDY AMONG FURNITURE TECHNOLOGY STUDENTS

International Journal of Modern Trends in Social Sciences ◽

10.35631/ijmtss.311008 ◽

2020 ◽

Vol 3 (11) ◽

pp. 99-106

Author(s):

Aszila Asmat ◽

Syafiza Saila Samsudin ◽

Sharifah Norhuda Syed Wahid

Keyword(s):

Teaching And Learning ◽

Positive Impact ◽

Traditional Approach ◽

Average Score ◽

Technology Students ◽

Computer Aided ◽

Statistics Courses

Computer-aided software is one of the most promising innovations to improve the teaching and learning process. With the integration of modern information and communication technologies, various computer-aided software has been developed and used to facilitate students in various courses. This study only focusing on learning statistics courses with the use of Minitab software as a computer-aided software. Thus, to measure the effectiveness of learning statistics courses using the computer-aided software, 26 students who enrolled in statistics courses were selected. As a result, it is found that there is a significant improvement in students’ scores when Minitab software was used in the course. The average score also showed improvement by more than 14 percent compared to the traditional approach. The positive impact of students’ performance indicated that computer-aided learning is more applicable to be implemented in many different courses, not only limited to statistics.

Whatsapp Messenger as a Mobile Media to Learn Writing for EFL Students

JIKE Jurnal Ilmu Komunikasi Efek ◽

10.32534/jike.v1i2.156 ◽

2018 ◽

Vol 1 (2) ◽

pp. 156-165 ◽

Cited By ~ 1

Author(s):

Linda Linda ◽

Ida Ri'aeni

Keyword(s):

Teaching And Learning ◽

First Grade ◽

English Department ◽

Instructional Media ◽

Mobile Media ◽

Efl Writing ◽

Efl Students

Abstract The objective of this research is to find out the use of Whatsapp Messenger as a mobile media to learn writing in EFL classes.Several researchers have attempted to prove applicability of mobile learning as modern ways of teaching and learning (Naismith, 2004:115). Moreover, applying portable technologies have been demanded by most of the modern learners who oftentimes are forced to study anywhere, and anytime, for example, at work, in the bus or at weekends (Evans, 2008:115).The research was motivated by the studentsâ€™ difficulties in writing. The sample of this research was three classes of first grade students of English Department of Unswagati. The instrument of this research was questionnaire sheet. Data from questionnaire sheet was analyzed based on the frequency studentsâ€™ answers and then was calculated and interpreted into percentages. The result shows WhatsApp Messenger attracts the students interest and also the students have positive responses towards the using ofWhatsAppMessenger. In applying WhatsApp group, the writer concluded that, learning using WhatsApp group has effective to develop their creativity in writing skill. On the other hand, the result from the questionnaire sheet indicated that almost of students is active in learning to writing recount text. Students can learn out of the classroom. Beside WhatsApp can be used privately, it can be used for studentsâ€™ education. The students can use their gadget positively for their ability in learning English. The students can improve their knowledge in learning ICTs (Information and Communication Technologies). Keyword: WhatsApp Messenger,EFL writing, Instructional Media, ICTs (Information and Communication Technologies).