Engineering Education in Canada in the Wake of Covid-19 Pandemic

Hosseini, Ali; Koohi-Fayegh, Seama

doi:10.24908/pceea.vi0.14944

Cited by 3 publications

(2 citation statements)

References 10 publications

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“…To integrate Numbas with the university's learning management system (which, at the time of the current study, was Blackboard), an instance of the Numbas LTI tool provider was set up on a university server, according to the Numbas LTI provider guide [7]. A Numbas activity was then added to the Manufacturing and Production Processes course in the learning management system [8,9].…”

Section: Integration Of Numbas With the Learning Management Systemmentioning

confidence: 99%

Benefits of Transitioning from Paper-Based to Online Assignments in Problem Solving Courses

Hosseini

Ferguson²

2022

PCEEA

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Students registered in numerical-based problem-solving courses are often given a number of assignments to complete independently in order to demonstrate and refine their problem-solving skills. Traditionally, these assignments are paper-based and all students receive the same problems to solve; thus, they often rely heavily on their peers or on solution manuals to complete their assignments. As a result, assignment grades are typically high, but do not correlate with test or exam performance. In this paper, we describe the use of Numbas, an open educational resource created by the University of Newcastle, England, as a customizable, online assignment system. Using Numbas, each student is provided with a unique set of problems, each with randomly generated values. While they are still allowed to work collaboratively with their peers, this randomization encourages students to develop their critical thinking skills to solve unique problems. To identify if the use of the online assignment system is correlated with enhanced performance, final exam grades earned by students who were exposed to either the paper-based or the online assignment system were compared. Furthermore, data from student feedback surveys were analyzed to identify student-perceived strengths and challenges associated with the online assignment system, and to determine possible opportunities for improvement. The study demonstrated an improvement in knowledge-based skills among students who were exposed to the online assignment system, compared to those who wrote paper assignments. However, no significant improvement in problem-solving skills was observed. Similar findings have been reported by other research works studied the same concept. Further, 88% of students surveyed reported that the online assignment system improved their learning experience.

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Section: Integration Of Numbas With the Learning Management Systemmentioning

confidence: 99%

Benefits of Transitioning from Paper-Based to Online Assignments in Problem Solving Courses

Hosseini

Ferguson²

2022

PCEEA

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“…al. [10] assessed the impact of the pandemic and the online delivery on the grades at Ontario Tech University, Canada. The authors considered the Canadian Engineering Accreditation Board (CEAB), Graduate Attributes (GA) 'Knowledge Base' and 'Problem Analysis' as a reference for students' performance.…”

Section: Introductionmentioning

confidence: 99%

Reflection on Design Teaching Before, During and After Pandemic

Roufail,

Lachuta,

Moresoli

et al.

2023 ASEE Annual Conference &Amp; Exposition Proceedings

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is a materials engineer that is interested in engineering teaching and applying new technologies to engage students in class. Reem believes that learning is a continuous process that does not end with earning a degree. This explains her willingness to explore different fields of engineering as opportunities to learn. She explored mechanical engineering, environmental engineering, petroleum engineering, systems design, and biomedical engineering in her career paths from an academic perspective. Recently she has successfully led and supported Biomedical engineering and Systems Design engineering programs at the University of Waterloo to apply the Canadian Engineering Accreditation Board (CEAB) graduate attribute and continuous improvement approach to the programs. That intrigued her to dig deeper into teaching-learning pedagogy. The abrupt changes that the pandemic brought to the education system, were a trigger for her to realize that change is coming to how we do things. However, before we jump into applying a change, we should understand the impact of the change from all stakeholders' perspectives.

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