Online Simulator Use in the Preparing Chemical Engineers

2013 ◽  
Vol 3 (2) ◽  
pp. 1-24
Author(s):  
Randy Yerrick ◽  
Carl Lund ◽  
Yonghee Lee
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
Engineering Students ◽  
Chemical Engineering ◽  
Future Research ◽  
Individual Interviews ◽  
Post Test ◽  
Active Learning Strategies ◽  
Specific Teaching ◽  
Stem Teaching

Active learning strategies (including simulations) have been promoted by engineering education reformers as an effort to move traditional STEM teaching toward more constructivist practices. In this study chemical engineering students were studied during the implementation of simulators to promote critical thinking. While many have studied achievement and perceptions of students to measure engineering tools and their development, this study specifically examined students’ outcomes connecting the tool to specific teaching and learning strategies. A case study was conducted using pre- and post-test, survey questionnaire, individual interviews, and classroom observations. Results showed the use of simulator was associated with increases in students’ scores but the novelty of innovation was not the single explanation for increased scores or favored technology usage. Interviews and other qualitative data suggested that outcomes may closely tie teaching strategies to the effectiveness of the tool rather than the focus on the tool itself. Implications for teaching and future research are discussed.

Online Simulator Use in the Preparing Chemical Engineers

2015 ◽  
pp. 358-382
Author(s):  
Randy Yerrick ◽  
Carl Lund ◽  
Yonghee Lee
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
Engineering Students ◽  
Chemical Engineering ◽  
Future Research ◽  
Individual Interviews ◽  
Post Test ◽  
Active Learning Strategies ◽  
Specific Teaching ◽  
Stem Teaching

Active learning strategies (including simulations) have been promoted by engineering education reformers as an effort to move traditional STEM teaching toward more constructivist practices. In this study chemical engineering students were studied during the implementation of simulators to promote critical thinking. While many have studied achievement and perceptions of students to measure engineering tools and their development, this study specifically examined students' outcomes connecting the tool to specific teaching and learning strategies. A case study was conducted using pre- and post-test, survey questionnaire, individual interviews, and classroom observations. Results showed the use of simulator was associated with increases in students' scores but the novelty of innovation was not the single explanation for increased scores or favored technology usage. Interviews and other qualitative data suggested that outcomes may closely tie teaching strategies to the effectiveness of the tool rather than the focus on the tool itself. Implications for teaching and future research are discussed.

scholarly journals Different Teaching Approaches and Use of Active Learning Strategies as Tools for Inter- and Transdisciplinary Education

2020 ◽  
Vol 8 (2) ◽  
pp. 15
Author(s):  
Carlos Alberto Moreira Dos Santos ◽  
Marco Antonio Carvalho Pereira ◽  
Mariana Aranha De Souza ◽  
João Paulo Machado Dias ◽  
Felipe Souza Oliveira
Keyword(s):  
Learning Strategies ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Engineering Students ◽  
Learning Strategy ◽  
Project Based Learning ◽  
Teaching Approaches ◽  
Educational Professionals ◽  
Show Evidence ◽  
Active Learning Strategies

This work reports a review on some of the ways in which education and research can be used to solve today’s complex problems by taking into account teaching and learning strategies that go beyond traditional teaching strategies. It revisits different teaching approaches and connects them directly to uni-, pluri-, multi-, inter-, and transdisciplinary attitudes, and how educational professionals think of the subject of teaching. This discussion reflects on how teachers tend to reproduce procedures they observed in their own graduation programs and why experienced teachers opt for inter- and transdisciplinary attitudes. Using a qualitative approach, this work illustrates the results from a Project-Based Learning strategy applied to a group of Major Engineering students to solve problems at the University’s Campus. Participants included 25 students engaged to Physics Engineering program supervised by different faculty members, experienced undergraduate and graduate students, and technicians, who had mentored the undergraduate students’ teams, all working in subjects closely related to the projects. The products developed by the teams show evidence that the students were motivated and engaged in the projects; this supports the premise that inter- and transdisciplinary approaches drive collaboration in the execution of projects, develop soft skills and permit knowledge development in an articulate and complex way thereby leading to a broader education of the students.

Strategi Pembelajaran Aktif untuk Meningkatkan Pemahaman Materi Kuliah Antar Semester

2021 ◽  
Vol 3 (1) ◽  
Author(s):  
Muhammad Zuhdi ◽  
Joni Rokhmat
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Prospective Teachers ◽  
Physics Education ◽  
Learning Strategy ◽  
Cognitive Conflict ◽  
Test Results ◽  
School Year ◽  
Post Test ◽  
Active Learning Strategies

Active Learning Strategies to Improve Understanding of Fundamental Physics Objects. Physics is one of the subjects considered difficult by students. The learning strategies applied by the teacher must be well structured in order to be able to provide understanding to students. Active learning strategies need to be done to improve understanding of physics properly and correctly. This study was conducted to determine the effectiveness of active learning to improve understanding of physics in prospective teachers. This active learning strategy is combined with causalitics and cognitive conflict learning methods which are applied to inter-semester course material at the end of the 2018 – 2019 school year. Learning with this combination of methods is able to provide a good understanding of existing students. The post-test results, which were compared with the pre-test results, showed an increase in the average student understanding of up to 24%. Active learning is proven to be able to improve the understanding of lecture material for students.  Keywords: active learning, physics education

Nursing Education Innovations and Obstacles During COVID-19

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.

Qualitative Research on Educational Technology in Latin America

2019 ◽  
Author(s):  
Vani Moreira Kenski ◽  
Gilberto Lacerda Santos
Keyword(s):  
Qualitative Research ◽  
Educational Technology ◽  
Latin America ◽  
Teaching And Learning ◽  
Future Research ◽  
Digital Information ◽  
Scientific Journals ◽  
Hybrid Education ◽  
Research Problems ◽  
Specific Teaching

Important changes have taken place in the field of educational technology over the last few decades due to leaps in informatics, the explosive growth of the use of computers in schools, and the popularization of the Internet as a tool for teaching and learning. This scenario demands a broader understanding of the educational potential of new resources and didactic materials available to schools and innovative modes of individual and collective action in an increasingly digital society. Such changes have been faster since the start of the 21st century, which saw increased interest in educational technologies and many researchers orienting their studies to the modus operandi of the process of teaching and learning mediated by various types of digital technologies, be they presential, non-presential, hybrid, mobile, collaborative, cooperative, interactive, individualized, assistive, active, ubiquitous, and so on. With this, research in the field of educational technology has been consolidated and has begun to adopt methods of qualitative research that take account of this diversity of objects. This article seeks to point out the contributions of qualitative research methodologies in the formatting of this field of knowledge in Latin America. This is based on an examination of the most widely used scientific journals in the region, drawing on almost 100 articles published between 2016 and 2017. The analysis indicates that educational technology is evolving in Latin America, mainly due to the continuous and accelerated advance of digital information, communication, and expression technologies (DICETs). At the same time, there remains a great lack of scientific journals in the area, an issue that must be addressed given the strategic importance of this field of knowledge for the universalization of education in Latin America. Peer-reviewed journals have prioritized studies based on research and development (R&D) methods that emphasize media engineering for education and have a predominance of case studies. But they also present research problems related to qualitative issues that arise from the use of DICETs in specific teaching and learning situations. The scenario under analysis shows that research in this area has gradually evolved from a strongly technical perspective to a humanist one through qualitative analyses focusing on the limits and possibilities of DICETs. Thus, they raise important clues for future research, such as the challenges of adopting collaborative and interdisciplinary research approaches aimed at better understanding the processes and educational relations mediated by technologies; the new possibilities of hybrid education that can be addressed in different school contexts; and the question of teacher training for this new scenario. Such developments are crucial for advancing knowledge about educational technology in Latin America.

Teaching and learning strategies and evaluation changes for the adaptation of the Chemical Engineering degree to EHES

2008 ◽  
Vol 3 (1) ◽  
pp. e33-e39 ◽  
Author(s):  
Susana Lucas Yagüe ◽  
Pedro A. García Encina ◽  
Silvia Bolado Rodríguez ◽  
Ma Teresa García Cubero ◽  
Gerardo González Benito ◽  
...  
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
Chemical Engineering ◽  
Engineering Degree ◽  
Teaching And Learning Strategies

PLC Trainer Kit Simulator: An Improvement for Automation Study in Polimas

2015 ◽  
Vol 786 ◽  
pp. 367-371 ◽  
Author(s):  
Muffili Mahadi ◽  
Nasrul Amri Mohd Amin ◽  
Muhajir Ab Rahim ◽  
M.S. Abdul Majid
Keyword(s):  
Teaching And Learning ◽  
Engineering Students ◽  
Essential Element ◽  
Basic Knowledge ◽  
Educational Institutions ◽  
Programmable Logic ◽  
Post Test ◽  
Manufacturing Engineering ◽  
Basic Course ◽  
Student Ratios

Programmable logic controller (PLC) is a basic and essential element in the engineering of industrial automation. Therefore, basic knowledge of the early stages of PLC plays an important role, especially for mechatronics and manufacturing engineering students. However, due to limited equipment available, high cost equipment, high trainer student ratios, and low reliability of existing equipment, many educational institutions do cannot provide the sufficient resources necessary to help students to become proficient with PLC technology. To alleviate these main problems, the PLC Trainer Kit Simulator is to be developed and used in the Automation Lab at Polytechnic of Sultan Abdul Halim Mu’adzam Shah (POLIMAS). The PLC Trainer Kit Simulator will be used to help student on PLC applications for basic course in JF506 Manufacturing Engineering Laboratory. This study is a descriptive study with a quantitative approach. Evaluation will be determined based on pre-test and post-test. This paper reviews the necessity of the simulation kit prior to its implementation. It is expected that, the teaching and learning processes could become more effective thus contribute to positive impacts on students’ interest in learning PLC.

scholarly journals PENGARUH STRATEGI PEMBELAJARAN ACTIVE LEARNING DENGAN TEKNIK TUTOR SEBAYA TERHADAP HASIL BELAJAR MATEMATIKA SISWA KELAS VIII SMPN 20 MEDAN

2019 ◽  
Vol 8 (1) ◽  
Author(s):  
Indriyani Dhian Rachmadhani ◽  
Ardat Ardat
Keyword(s):  
Active Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Test Data ◽  
Peer Tutoring ◽  
Mathematics Learning ◽  
Normality Test ◽  
Post Test ◽  
Active Learning Strategies ◽  
Class Viii

This study was aimed to: (1) find out the use of active learning strategies with Peer Tutor techniques in VIII class SMPN 20 Medan on mathematics subjects, (2) find out the learning outcomes of students taught using active learning strategies with peer tutors in VII I class SMP 20 Medan on mathematics subjects, and (3) find out the effect of active learning strategies with peer tutoring techniques on mathematics learning outcomes of students in class VIII SMP 20 Medan. This research is quantiative research. The population is all students of VIII class SMPN 20 Medan. Sample of this study is class VIII 3 as the experimental class and class VIII 2 as the control class with 30 students in each class. The instrument is used to determine student learning outcomes is a multiple choice test in the form of a pre test and post test that has been valid. The reliability of the test is 0.828. In this study, the normality test on the pre test data on the experimental class obtained L (0,122) < L table (0,161) and control class pre test data obtained L (0.091) < L table (0,161). Whereas the normality test on the post test data on the experimental class obtained L (0,091) < L table (0,161) and the control class post test data obtained L (0,122) < L table (0,161), which means that the pre-test and post-test data in the study sample had a normal distribution. In the homogeneity test the pre test data obtained F (1,821) < F table (1,859) and post test data obtained F (1,643) < F table (1,859 ), which means the pre test data and post test on the sample used in the study is homogeneous population. From the results of the calculation of the analysis of variance sig.  = 0,05, obtained t (2,030) > t table (1,672), so that Ho is rejected and Ha is accepted. The conclusion of this study explains that the mathematics learning outcomes of students who are taught with active learning learning strategies with peer tutoring techniques are better than the mathematics learning outcomes of students who are taught with conventional learning in VIII class SMP 20 Medan 2017-2018 Academic Year.

scholarly journals BASIC LIFE SUPPORT: KNOWLEDGE ASSESSMENT CONSIDERING THE ARTICULATION OF ACTIVE TEACHING STRATEGIES

2021 ◽  
Vol 30 ◽  
Author(s):  
Aline Roberta da Silva ◽  
Juliana da Siva Garcia Nascimento ◽  
Kleiton Gonçalves do Nascimento ◽  
Gabriel Andrés Segura Torres ◽  
Claúdia Carvalho Moreira Pinotti ◽  
...  
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
Basic Life Support ◽  
Life Support ◽  
Knowledge Development ◽  
Automated External Defibrillator ◽  
Active Teaching ◽  
Teaching And Learning Strategies ◽  
Post Test ◽  
External Defibrillator

ABSTRACT Objective: to assess the effect of an educational intervention called “Basic Life Support with the use of the automated external defibrillator” on knowledge development in Nursing professionals, considering the articulation of active teaching and learning strategies. Method: a quasi-experimental intervention study, without a control group and of before-and-after type, carried out with 113 nurses working in the Urgency and Emergency Network of an inland city in the state of São Paulo, through a course presented between March and June 2019 on cardiopulmonary resuscitation with Basic Life Support and use of automated external defibrillator. Three active teaching and learning strategies were articulated: inverted classroom, video lesson, and clinical simulation. Knowledge was assessed by applying a pre- and post-test, and the paired t test was used for the analysis. Results: the best performance regarding knowledge development was presented by the nurses from the hospital area, identifying a mean of 11.90 points in the pre-test and of 16.9 points in the post-test. In general, better scores of knowledge regarding Basic Life Support were obtained, evidenced by statistically significant results, with a p-value<0.001. Conclusion: the articulation of the adopted strategies can enhance knowledge development in Nursing regarding Basic Life Support in adult patients, due to the emphasis on the development of critical thinking, the encouragement of clinical judgment, reflective discussion and active participation of individuals in their learning process, factors that positively impact on the acquisition of the individuals' cognitive ability/knowledge.

scholarly journals The Effectiveness of Augmented Reality for English (AR4E) in Vocabulary Learning among Primary 2 Pupils

2021 ◽  
Vol 13 (3) ◽  
pp. 13
Author(s):  
Amalina Binti Hasbi ◽  
Melor Md. Yunus
Keyword(s):  
Action Research ◽  
Augmented Reality ◽  
Language Learning ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Vocabulary Learning ◽  
Future Research ◽  
Learning Collaborative ◽  
Post Test ◽  
The Impact

This paper presents and discusses a part of an action research conducted to evaluate the effectiveness of Augmented Reality for English (AR4E) in vocabulary learning among Primary 2 pupils as indicated in the results of the pre-test, post-test and observation checklist. An action research was employed. However, this paper reports on the pre-test, post-test and observation checklist conducted in the observation, evaluation and reflection stages only. Purposive sampling was employed as the participants were of the same proficiency level in which it was carried out with 14 below average Primary 2 pupils in SKTEN. Two data collection instruments which were pre-test, post-test and observation checklist were analysed statistically and thematically. The pre-test and post-test were analysed using SPSS Version 25 and it showed a higher mean score in the post-test and this is supported by the findings obtained through the given themes of observation. The results reflected that the implementation of AR4E has shown a significant improvement in learner’s vocabulary learning. In addition, the findings have also raised the concern regarding the impact of AR4E in encouraging fun learning, collaborative learning and providing the learners with new language learning experience. Accordingly, the use of AR4E is recommended in vocabulary teaching and learning for English. Finally, the researcher suggests future research can be carried out taking into account differentiated learning tasks in AR4E, larger target users and different language skills to be integrated in AR4E.

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