Analysis of Engineering Technology Students’ Digital Footprints in Synchronous and Asynchronous Blended Courses

Appiah-Kubi, Philip; Zouhri, Khalid; Basile, Emily; McCabe, Melissa

doi:10.3991/ijep.v12i1.24571

Cited by 7 publications

(7 citation statements)

References 13 publications

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“…In this sample, the papers [6, 24, 66] deal with the online setting, covering the Remember, Understand, Apply and Analyze levels of the Bloom's taxonomy for remote activities, in accordance with the Figure 10. Instead, [58] and [62] focus on the Rotation learning approach, while [70] and [62] focus on the Labs.…”

Section: Discussionmentioning

confidence: 99%

“…Figure 3 summarizes the distribution of the papers according to the country of application reported in the papers. What emerges, from the chart is that the country with the highest number of studies is Spain ( 14), followed by Australia (9), the United States (8), India (6) and others. If we consider a continental perspective, Europe is the one with the highest number of studies on the topic.…”

Section: Country Distributionmentioning

confidence: 98%

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Blended learning in the engineering field: A systematic literature review

Sala,

Maffei,

Pirola

et al. 2024

Comp Applic In Engineering

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Blended Learning (BL) is defined as a combination of face‐to‐face and digital activities that, in recent years, has been adopted more and more frequently by Higher Educational Institutions (HEIs). In the engineering field, the adoption of BL allows creating challenging situations for students with industry‐like problems to foster the acquisition of advanced problem‐solving skills. Thus, it can be used to enhance traditional learning by enriching it with new aspects, allowing to update the Intended Learning Outcomes traditionally defined by teachers. Although prior coronavirus disease 2019 (COVID‐19) teachers had the time to prepare and programme the transition to BL, during the pandemic they had to abruptly move to the full digital delivery of the content, requiring technological and organizational adaptation, as well as change in the content teaching and assessment methods. Through a systematic literature review, this paper aims to understand how BL has been implemented in the engineering field by HEIs, discussing if and how the learning expectations of teachers (evaluated through Bloom's Taxonomy) change when using different mixes of face‐to‐face and digital activities and when the target audience changes. More specifically, the investigation addresses how content and learning expectations are split and set in face‐to‐face and digital settings. Additionally, the interest is towards understanding how COVID‐19 impacted the adoption of BL, not only during the pandemic but also after.

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Section: Discussionmentioning

confidence: 99%

Section: Country Distributionmentioning

confidence: 98%

Blended learning in the engineering field: A systematic literature review

Sala,

Maffei,

Pirola

et al. 2024

Comp Applic In Engineering

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“…Thus, according to a study of the G2R group, led by Imed Bouchrika, PhD, online learning emerged as a safe and viable option for education continuity as the COVID-19 pandemic turned personal and professional worlds upside down [3]. The development of distance learning technologies contributes to the diversification and spread of blended learning, which is considered to be the best for teaching and learning in secondary schools [4] and higher educational institutions [5], [6]. However, the issue of selecting a model of blended learning in higher educational institution requires a separate study.…”

Section: Introductionmentioning

confidence: 99%

“…The researcher found that the blended learning experiences had a high level of impact on students' long-term learning and their twenty-first century skills. P. Appiah-Kubi et al [6] describe the study which was initiated to learn about the level that Engineering Technology students engaged with online course materials using Zoom and Learning Management System. Researchers point out that Engineering Technology programs incorporate a lot of laboratory and hands on modules.…”

Section: Introductionmentioning

confidence: 99%

Model of Blended Learning in Higher Educational Institutions: Development, Implementation and Evaluation

Osadcha

Osadchyi

Kruglyk

et al. 2022

ITLT

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The paper examines the problem of blended learning modeling to ensure high-quality vocational training of specialists-to-be of various profiles at higher education institutions of Ukraine. The purpose of the research is to develop a model of blended learning for higher education institutions and to analyze the results of its implementation in the educational process. It was concluded that there are quite a few approaches to the development and practical implementation of blended learning models. In the paper blended learning is considered as a reasonable combination of the traditional educational process in classrooms with distance learning, students' self-study and the use of digital technologies, which takes place according to a certain scheme. The concepts of "blended learning" and "hybrid learning" as well as several existing models of blended learning are analyzed. The generalized model of blended learning at higher education institutions along with its visual representation has been developed. The implementation of this model allows practitioners to combine different types of educational activities in the process of face-to-face and remote classes in exactly the combination that is necessary to achieve the expected results under the conditions of a specific higher education institution. The results of a survey conducted at Bogdan Khmelnitsky Melitopol State Pedagogical University are given. During the survey attention has been paid to the following aspects: how students understand the essence of blended learning as well as the difference between the use of distance learning elements in the face-to-face learning process and the full application of distance and blended learning technologies during quarantine; students' attitude to traditional, blended and distance learning; how students perceive the educational process organized on the basis of the proposed generalized model of blended learning. In addition, it has been found out which digital technologies are used at universities for the organization of blended learning. In general, according to the results of the survey, the expediency of using the developed model has been confirmed and promising directions of scientific research in the field of blended learning have been determined.

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“…The authors conclude that online learning provides new effective tools for higher education and presents the potential for improving the knowledge, skills and learning effectiveness of future engineers. Establishing a balance between synchronous and asynchronous teaching units can mediate the necessary interaction among students while taking advantage of all the potential benefits of blended learning [2]. Research by these authors has clearly established that those students who performed well demonstrated a minimum 44% engagement rate with the course content.…”

Section: Introductionmentioning

confidence: 99%

Perception of Selected Aspects of Online Learning by Czech Higher Education Students

Krelová¹,

Berková²,

Krpálek³

et al. 2022

Int. J. Eng. Ped.

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The study is based on an analysis of real educational processes in the period 2020-2021, when the most significant pandemic waves of Covid-19 were recorded in the Czech Republic. In relation to this, the study aims to identify the views of 968 students on the changed conditions of education and the perception of selected aspects of the transition to online learning by respondents from two higher education institutions in the Czech Republic, the first of which is focused on humanities and the second specializes in economics studies. The research is aimed at discovering students’ attitudes towards the form of distance education forced on them by the relevant circumstances, the use of individual components of distance education to support teaching originally designed for the in-person form, the level and effectiveness of the use of information technologies in online learning and the potential of hybrid learning. For a greater degree of analyticity, a combined research model based on both quantitative and qualitative research has been chosen. Aspects of online learning that could be employed as complementary tools in the full-time conventional study mode have been identified. Students of economics can better visualize the inclusion of online learning in the full-time conventional study mode. Master level students are critical of online learning. The results have been used to design and empirically validate appropriate learning strategies with reflection on current student needs.

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Analysis of Engineering Technology Students’ Digital Footprints in Synchronous and Asynchronous Blended Courses

Cited by 7 publications

References 13 publications

Blended learning in the engineering field: A systematic literature review

Blended learning in the engineering field: A systematic literature review

Model of Blended Learning in Higher Educational Institutions: Development, Implementation and Evaluation

Perception of Selected Aspects of Online Learning by Czech Higher Education Students

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