Active and cooperative learning in a freshman digital design course: impact on persistence in engineering and student motivational orientation

A Flipped First-Year Digital Circuits Course for Engineering and Technology Students

“…Results obtained with demonstrated that there is a statistical difference between the TC and FC formats, with statistically significant improvements in FC. These findings are consistent or better than those reported in other research studies [7], [8], [10]- [12].…”

“…In brief, this educational technique has two parts: interactive group learning activities inside the classroom, and technology-based independent learning activities outside the classroom [3]. Emerging research indicates that students in a flipped classroom become more aware of their learning, make connections to course content, and improve their learning [4]- [12]. A research survey by Bishop and Verleger [3] provides an extensive literature review of FCs, while demonstrating that there is a lack of evidence about FCs in FY ET curricula.…”

“…An early exposure to these discrete mathematics-based engineering concepts could promote a better understanding of fundamental computer science and engineering concepts [15]. Identifying this opportunity, some institutions have offered DC in the FY engineering curriculum [16]- [18] and reported positive student outcomes such as deeper insight into the functioning of electrical and computer systems and increased self-confidence [16], [17]. This work was just with ECE students.…”

Animated engineering tutors: Middle school students' preferences and rationales on multiple dimensions

“…It is clear from students' responses to open-ended questions that they feel close to same-age and same gender agents. As engineering is perceived as a difficult topic [29][30] [31], middle school students tend to choose a fun personality engineering tutor compared to a serious one, primarily to keep the topic interesting and enjoyable, as well as a slow rate of speech to help them to follow easier and understand better.…”

La percepción de los estudiantes sobre su experiencia de aprendizaje a partir de su dedicación temporal y adquisición de competencias: un estudio sobre la implementación del Grado de Traducción e Interpretación de la Universidad Pompeu Fabra

“…El más frecuente ha consistido en la aplicación de una encuesta en la que se demanda a los estudiantes su opinión acerca de su carga de trabajo. Bien sea a partir de una escala de likert (Bachman y Bachman, 2006;Spronken-Smith, 2005;Cope y Staehr, 2005) o con preguntas abiertas (Reisslein, Tylavsky, Matar, Seeling y Reisslein, 2007), este procedimiento ha probado su eficacia para observar la percepción de los estudiantes pero no para medir su dedicación en horas. Otro método ha implicado la distribución de formularios al final de curso de forma que los estudiantes estimaran el tiempo promedio dedicado por semana (Lawless, 2000;Zuriff, 2003), procedimiento que ha sido criticado por la poca precisión de las estimaciones que los estudiantes podían hacer a partir del recuerdo (Chambers, 1992).…”