Elevating education of India's rural village girls through distance learning technology supported by sustainable electricity

Frey, Malini; Pokkiyarath, Manoj; Mohan, Renjith; B, Sai Shibu N; Gracia, Vidal Conejo; Mohan, Vivek; Siddhan,

doi:10.1109/ghtc.2017.8239300

Cited by 6 publications

(3 citation statements)

References 7 publications

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“…Though across disciplines the first semester TEI scores were slightly lower than later semesters, these were not significant; this is in contrast to earlier paper-based findings that students who had experience gave higher feedback than freshmen [31,32,33]. However, in all cases the TEI for PG scores were significantly higher than UG scores.…”

Section: Discussioncontrasting

confidence: 90%

Adoption of Web-Enabled Student Evaluation of Teaching (WESET)

Raman

Nedungadi

2020

Int. J. Emerg. Technol. Learn.

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The “student voice” movement, which advocates for the critical importance of seeking and applying student input into educational decisions such as curriculum development and teaching methods, has been gaining momentum. We examine “student voice” through the vehicle of “Student Evaluation of Teaching (SET)” in the context of higher education. We treat Web-Enabled Student Evaluation of Teaching (WESET) in higher educational institutions as an innovation and apply Diffusion of Innovation theory to study its adoption. We study WESET rates of adoption by analyzing data from 45,934 anonymous student feedbacks of 427 teachers by 1102 students over a period of five years covering both undergraduate and graduate programs at an Indian university. Data from 589 courses in three distinct academic disciplines were collected and analyzed. The adoption rate of the students is primarily attributed to three factors: (a) the guarantee that the system will maintain anonymity, (b) expectation that student feedback will result in positive changes, and (c) ease of use as WESET was integrated into an existing system already used by students. Student evaluations for the same courses significantly improved over each subsequent semester, suggesting that faculty had incorporate student feedback into their curriculum and teaching methods.

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Section: Discussioncontrasting

confidence: 90%

Adoption of Web-Enabled Student Evaluation of Teaching (WESET)

Raman

Nedungadi

2020

Int. J. Emerg. Technol. Learn.

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“…This includes specialization, problemsolving abilities, interdisciplinary collaboration, ethical practices, adaptability, global perspectives, entrepreneurial innovation, quality assurance, safety, and job market competitiveness (Chen et al, 2021;Nedungadi et al, 2018;Stitt-Bergh et al, 2018). Continuous learning and investment in comprehensive training cultivate a skilled workforce capable of driving progress, solving complex challenges, and contributing positively to the world (Frey et al, 2017;'Raman et al, 2013;Sneider, 2016). However, despite their enormous efforts, engineering universities continue to encounter difficulties in producing qualified engineers who can fulfill global expectations (Shahid et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

Investigating How Students Perceive Assessment in the Context of Engineering Education

Badjie,

Velankar,

Al Mamun

2024

Research in Engineering Education Symposium

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ContextAssessment in engineering education is crucial for evaluating student achievement and teaching effectiveness. Engineering universities should align programs with objectives, curriculum, instruction, and assessment strategies. Purpose or GoalRecognizing that students are fundamental in the teaching and learning process, their feedback on content delivery and assessment methods is invaluable for refining and improving the overall instructional process. Consequently, this study investigates students' perceptions of assessment practices in engineering education. This study also examines the significant disparity in the perception of undergraduate engineering students at different academic levels. MethodsThrough a quantitative survey, data was collected from 557 undergraduate engineering students at various academic year levels from six (6) programs across four engineering universities in Bangladesh. Descriptive statistics have been used to get insights into the demographics of the students. Cronbach's alpha was used to assess the reliability of the data. The ANOVA analysis investigates the significant differences in students' perception of assessment practices at different academic levels. OutcomesThe results show high reliability of the survey instrument with a Cronbach's alpha value of 0.801. The ANOVA findings reveal that first-year students' perceptions of assessment practices differ significantly from third-year and fourth-year students. ConclusionWe observed that there is a significant variance in the perception of first-year and third-year students on the alignment of assessment with planned learning. Similarly, a significant difference exists between the perception of first-year and fourth-year on the authenticity and transparency in assessment. However, the magnitude of the difference is small.

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“…A stakeholder analysis of the rooftop solar scenario in the Indian states of Jammu and Kashmir and Jharkhand is presented in [17]- [18]. The paper compiles inputs from various stakeholders across different socio-economic and professional categories in the governmental and private sectors.…”

Section: Introductionmentioning

confidence: 99%

Policy Assistance for Adoption of Residential Solar PV in India: A Stakeholder-centric Approach for Welfare Optimization

Mohan¹,

S²,

Patil³

et al. 2021

Preprint

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Background Domestic solar PV installations in India are yet to become a valuable proposition for both the prosumers and utility because of the deficiencies in the formulation of the policy parameters. This paper presents a comprehensive analysis of the consumer-centric business model for rooftop solar PV installations in India. We explore areas where potential policy interventions may be introduced to improve collective stakeholder benefits and incentivize more domestic consumers to install rooftop solar panels in their premises. We propose a policy framework that seeks optimal Feed-in Tariff (FiT) rates, PV capacities and Average Billing Rates (ABRs) towards maximizing stakeholder benefits. The stakeholders considered are the consumers/prosumers and the utility. Results Case studies with three residential prosumers of different demand and generation profiles (extracted from data provided by Indian utilities) are presented. A multi-objective problem is formulated with the FiT, generation capacity (as a function of demand) and ABR as decision variables, exploring the various welfare trade-offs. The pareto-optimal front is identified for prosumer and utility benefits and suitable points with reasonable tradeoff are selected based on sensitivity analysis of the impact of the decision variables on collective welfare. Conclusions The paper provides a workflow to fix tariff, FiT and local PV capacities in active residential distribution systems. The suitability of prevailing tariff and FiT rates of three Indian utilities namely, MSEDCL, TATA POWER (Delhi) and TANGEDCO are studied, and their impact on prosumer savings and utility profits is brought out. The paper recommends optimal installation capacities for prosumers based on their load demand so as to encourage the adoption of roof-top solar without affecting collective benefits. This provides policymakers and prosumers an effective decision-making tool.

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Elevating education of India's rural village girls through distance learning technology supported by sustainable electricity

Cited by 6 publications

References 7 publications

Adoption of Web-Enabled Student Evaluation of Teaching (WESET)

Adoption of Web-Enabled Student Evaluation of Teaching (WESET)

Investigating How Students Perceive Assessment in the Context of Engineering Education

Policy Assistance for Adoption of Residential Solar PV in India: A Stakeholder-centric Approach for Welfare Optimization

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