Assessment in Problem-Based Learning Using Mobile Technologies

Centea, Dan; Srinivasan, Seshasai

doi:10.1007/978-3-030-11434-3_37

Cited by 7 publications

(3 citation statements)

References 23 publications

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“…During the lectures, the students are introduced to the concepts and a variety of examples for the concepts are taken up. Among the various pedagogical techniques such as co-operative and small group learning [32,33], problem-based learning [34][35][36][37][38][39][40], inquiry-based learning [41], problem-solving based approach [42], project-based learning [43], active learning [32,33,[44][45][46][47][48][49], and research-based learning [50][51][52], an active learning setting was employed in this course to enrich the learning environment. In this, students were frequently asked to engage in problem-solving sessions and undertake algorithmic analysis during the class.…”

Section: Methodsmentioning

confidence: 99%

Adopting the Pedagogy of Trust and its Impact on Learning

Sidhu

Srinivasan

2022

Int. J. Eng. Ped.

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In this work, we present the results of our attempts to transit into a trust-based assessment environment for adult learners. The impact of utilizing an honour system of assessment throughout a course on data structures and algorithm design has been evaluated. The performance of the students has been compared with the performance of students from two previous cohorts that appeared for the same assessments in an invigilated environment. We found that with adult learners, who are more focused on learning the concepts to hone specific skills for applicability at their workplace, the performance variation between the test cohort and the reference cohorts was not significant. With further evidence of this promising initial step, we could evolve into a larger portfolio-based education framework in which students can showcase their competence and skills through a collection of projects and assessments (formative as well as summative), to help with their career growth. Establishment of such pedagogies will help our students step out of their comfort zone, undertake exploratory studies, be willing to unearth their vulnerabilities, and work to improve their shortcomings to help them advance their careers.

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Section: Methodsmentioning

confidence: 99%

Adopting the Pedagogy of Trust and its Impact on Learning

Sidhu

Srinivasan

2022

Int. J. Eng. Ped.

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“…Therefore, to teach these courses, various pedagogical options were considered for the virtual learning environment. These include problem-based learning [29,[31][32][33][34][35][36], projectbased learning [37], active learning [38][39][40][41][42][43][44][45], research-based learning [46][47][48], inquiry-based learning [49], problem solving based approach [50], co-operative and small group learning [38,40]. From these, an active learning environment was preferred because it enables students to learn in a hands-on mode.…”

Section: Methodsmentioning

confidence: 99%

A Flexible Future Education Model—Strategies Drawn from Teaching during the COVID-19 Pandemic

2021

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As they emerge from the pandemic, universities worldwide are evaluating the adaptations in the education sector during the pandemic and determining their course of action for the future. In this work, drawing on the lessons from four courses across two different universities, a survey of over 300 students, and the literature, we present strategies for successfully implementing a flexible blended education format. The survey revealed that the performance of the cohort taking the course during the pandemic performed nearly the same as the cohorts that took the courses before the pandemic. However, the students did not prefer an entirely virtual format, felt that their social wellbeing was impacted, and preferred a hybrid education model with a lot of supplementary learning material. As a key contribution of this work, we have identified and elaborate on four key pillars for a flexible blended education format, namely, course design, pedagogical strategies incorporating active learning and providing a sense of online community, infrastructure for delivery and training, and incorporating activities that support student wellbeing.

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“…Problem-based learning (PBL) classes can benefit from mobile devices, as highlighted by (Centea & Srinivasan, 2018). Misuse of mobile devices could have the opposite consequence of making them more useful: Students should avoid distractions from technology at all costs.…”

Section: Surroundingsmentioning

confidence: 99%

Research on the effects of mobile learning on student education

Kaur

Ahmad

Rajoo

et al. 2022

ijhs

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As mobile devices have become a part of our daily lives, many studies are being conducted on making them more useful for students. It has been found that mobile gadgets are pretty beneficial to pupils, although some studies have found that they are ineffective. Our research on mobile devices in education and learning is summarized in this document, which we hope will be helpful to other educators and students (T&L). These studies have been divided into three main categories: impact and educational environment; specialized applications; and frameworks for mobile learning. " In this paper, we'll look into each of these topics in depth. Our analysis of mobile learning's impact and environment shows that, for the most part, students benefit from the usage of mobile technology by expanding their knowledge and skills. Our study of specialized mobile learning applications showed beneficial effects on learning in numerous sectors. Still, the primary concern was the difficulty of adopting them and the lack of appropriate control guidelines.

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Assessment in Problem-Based Learning Using Mobile Technologies

Cited by 7 publications

References 23 publications

Adopting the Pedagogy of Trust and its Impact on Learning

Adopting the Pedagogy of Trust and its Impact on Learning

A Flexible Future Education Model—Strategies Drawn from Teaching during the COVID-19 Pandemic

Research on the effects of mobile learning on student education

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