A Guide to Student-active Online Learning in Engineering

Abstract

Online learning in higher education is becoming increasingly common as the possibilities of the available digital infrastructure expand. A recent emergent driver for online learning is the closing of universities to limit the spread of the coronavirus (COVID-19). Many educators are now faced with the need to make their teaching digital, though they have little or no experience with online teaching methods. In such a situation, learning outcomes may come second to what can be readily implemented by available digital resources. In this paper, a design for student-active online learning in engineering is proposed as a guide to help take account of learning objectives first, and the digital tools and resources necessary to achieve those objectives second. In addition, the paper emphasises the social dimension of online learning, and recommends that explicit actions should be taken to increase positive social relations between students in an online course to be able to succeed with student-active learning methods. In the paper, a clear path is followed from objectives to learning activities, and then to assessments and evaluations, and appropriate digital tools and resources are suggested to support activities and evaluations in an online course. Online courses in engineering are targeted in particular, and challenges that arise from common activities such as problem solving and practical work in an online engineering course are addressed. The proposed guide emphasises usability to ensure that it can be used even by inexperienced digital educators, and an example on how the guide can be applied to design an online course in mobile robotics is given. The proposed guide aims to help shift online learning in engineering from traditionally teacher-active lectures to more student-active learning activities.

Peran Al-Quran Dalam Meningkatkan Pemahaman Pembelajaran Qur’an Hadits

“…Penghafalan ayatayat dan hadits itu merupakan (Mehfooz, 2021) suatu penilaian bagi guru terhadap seorang siswa (Bickham et al, 2018), dan juga dari sana guru dapat mengetahui siswa itu memahami atau tidaknya nilai-nilai yang terkandung didalamn ayat Al-Qur'an dan hadits itu. Sebagai seorang guru itu harus bisa membimbing (Kyrkjebø, 2020) dan membantu siswa dalam menghafalkan ayat dan hadits ini, karena tidak semua kemampuan siswa itu sama dalam menghafal sesuatu. Bisa saja guru itu menerapkan (Nind, 2020) cara penghafalan yang membuat siswa itu menjadi mudah, misalnya seperti memberikan jangka waktu yang sedikit lama dan cara penghafalannya bisa secara berangsur-angsur, sehingga siswa itu tidak menjadi tertekan yang mengakibatkan siswa malas dalam menghafal.…”

Improving the efficiency of remote conference tool use for distance learning in higher education: A kano based approach

“…Although higher education institutions relatively quickly adapted and offered technological solutions for distance learning to teachers and students, these were not equally suitable to the needs of all courses ( Turnbull et al, 2021 ). Also, detailed decisions on how to use these technologies in practice were typically left to the teachers who had little or no experience with them ( Kyrkjebø, 2020 ; Turnbull et al, 2021 ). Among the key technologies for distance learning proved to be remote conference tools (RCT), such as Zoom, BigBlueButton, Skype, Microsoft Teams, WebEx, etc.…”

“…Second, RCT offer different sets of features which do not always meet the requirements of a particular course consequentially forcing users to use more than one RCT thereby reducing the user experience and productivity ( Fischer et al, 2020 ; Karr-Wisniewski & Ying, 2010 ; Zanjani et al, 2017 ). Moreover, learning outcomes may become dependent on available RCT features and capabilities ( Kyrkjebø, 2020 ). Third, not all teachers and students are equally skilled at using RCT and their varying features ( Bryson & Andres, 2020 ).…”

“…The Kano method enables the identification of RCTF that deliver the highest benefits for distance learning and assign these features to different quality categories. While various evaluation approaches have been proposed to evaluate RCT use in education during COVID-19 pandemic ( Al-Taweel et al, 2021 ; Kuleva, 2020 ; Pal and Vanijja, 2020 , Zamora-Antuñano et al, 2021 ) none of those approaches evaluates RCT by its features which is crucial to be able to adapt RCT use to the needs of the course ( Kyrkjebø, 2020 ). Additionally, as each stakeholders group interacts differently with the system ( Aparicio et al, 2016 ), it is important to consider their different needs and interests.…”

Gamification in Computer Science Courses: A Literature Review

“…Therefore, it can be easily said that there are many negative effects of this pandemic on education. In many studies conducted during the pandemic process, it was determined that educators experienced challenges in teaching methods, choosing the appropriate online tools, ensuring interaction, and motivating students in e-learning (Hasan and Bao, 2020;Kyrkjebø, 2020).…”