Evaluation Results of the First Training Program on Engineering Pedagogy in Chilean Universities

Gormaz-Lobos, Diego; Galarce-Miranda, Claudia; Hortsch, Hanno; Kersten, Stefan; Hinojosa, Jorge; Fuentes, Paul; Rojas, Pablo; Calisto, Nancy; Maldonado, Patricia; Lagos, Richard; Schaffeld, Guillermo

doi:10.1007/978-3-030-40271-6_12

Cited by 5 publications

(7 citation statements)

References 2 publications

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“…These results coincide with the comments of the participants during the teaching-learning activities. The findings confirm the relationship between the average of evaluations with the years of teaching experience of the participants [33,34] course better, and participants with over 10 years of teaching experience tend to evaluate the course lower; something that has already been demonstrated in the literature [33]. Other relevant findings are the perception of the participants about the relevance of the different items by gender.…”

Section: Discussionsupporting

confidence: 85%

“…The main goal of the study was to identify the perception of the participants of this online course (teaching staff) about their valuation of the competencies developed during a course specifically oriented in online EP. Concerning the categories "Evaluation of the course development (in general)", "Evaluation of the didactic design of the course", "Evaluation of the teaching competencies" and "Evaluation of the teaching competencies" -in line with previous studies [26,33,34] -all aspects related were as high valuated. The item "Dissatisfaction with the participation in the course" was valuated as low with 55% of the preferences.…”

Section: Discussionsupporting

confidence: 73%

“…The (online) teaching competencies [21,24,28,38], with 5 items 4. The utility of the achieved learning for the online teaching practice in engineering [24,28,33], with 12 items 5. Self-assessment of the own performance and learning process [21,24,28], with 4 items…”

Section: Evaluation Results Of the Teacher Training Course In Ep 21 Methodologymentioning

confidence: 99%

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Online Engineering Pedagogy: A Proposal for Specialization of the Teacher Training in Engineering

2021

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The context of the COVID-19 pandemic produced new immediate needs in the field of university teaching related to distance learning and forces the universities to transform their “traditional” face-to-face teaching methods, particularly with the implementation of online education. This situation represented a challenge not only for the universities but also for the teachers because they need to transform their teaching work in the classroom to online strategies for online learning environments. To meet these needs for effective online education an online pilot training course in Engineering Education based on the IGIP Curriculum of the TU Dresden was designed and implemented. The course “Introduction to online teaching and learning in engineering” (in Spanish: “Introducción a la Enseñanza-Aprendizaje Online en Ingeniería”) consisted of 4 modules implemented on a mix of online communication strategy of synchronous activities carried out on the Zoom platform, together with asynchronous work on a Moodle-based LMS platform. The course was offered between May and June 2020 for a group of academics of the Faculty of Engineering of a public Chilean University. This paper describes the designed online pilot training course in Engineering Pedagogy and presents the results of the evaluation of its implementation. For this a survey was applied and filled by the participants to evaluate the course and to know their per-ceptions about their competencies development to improve online learning in engineering.

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Section: Discussionsupporting

confidence: 85%

Section: Discussionsupporting

confidence: 73%

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Online Engineering Pedagogy: A Proposal for Specialization of the Teacher Training in Engineering

2021

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“…The main goal of the study was to identify the perception of the participants of the training course (academic staff) about their experiences and valuation of the competencies developed during an online course. Concerning the categories "Evaluation of the course development (in general)", "Evaluation of the didactic design of the course", "Evaluation of the teaching competencies" and "Evaluation of the teaching competencies" -in line with other studies [15,16,28] -all aspects related were as high valuated. The item "Dissatisfaction with the participation in the course" was valuated as low with 100% of the preferences.…”

Section: Discussionsupporting

confidence: 71%

“…Based on [12,13,14,15,21] and their previous experience in engineering pedagogy research projects in Germany and Chile [5,16], the authors developed a categories system with indicators for the instrument design. The instrument consists in a questionnaire with closed and open-ended questions organized in five main categories with their respective items.…”

Section: Evaluation Results Of the Teacher Training Course In Ep 21 Methodologymentioning

confidence: 99%

Evaluation Results of an Online Teacher Training Course Specialized in Engineering Education

2021

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The purpose of this article is to present the results of the evaluation of the imple-mentation of a teaching training course in Engineering Pedagogy (EP) at a Chilean university of applied sciences. The research questions that guided the research process were: (i) How do the participants evaluate the course in general? (ii) How do the participants evaluate the didactic design of the course? (iii) How do they evaluate the teaching competencies? (iv) How do they value the usefulness of the learning outcomes for their teaching practice? (v) How they self-evaluate their participation and their learning process? Based on different authors a questionnaire with closed and open-ended questions was developed and implemented online. For the statistical analysis was applied an exploratory-descriptive analysis. The training course consists of two online modules with 90 working hours in LMS, and was designed by the Center of Engineering Education (CIEI) at the University of Talca, according to the IGIP Curricula of the IGIP center at the Technische Universität Dresden (TU Dresden, Germany). From the first results of the pilot project, it can be noted that there is a high level of motivation and interest to participate in a teaching training course based on EP, which has been specially oriented and designed to meet the specific requirements of the academic staff of engineering schools.

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Design and Implementation of the International Center of Engineering Education at the University of Talca (Chile) Under IGIP and the Dresden School of Engineering Pedagogy Tradition

Galarce-Miranda

Gormaz-Lobos

Hortsch

et al. 2021

Educating Engineers for Future Industrial Revolutions

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Evaluation Results of the First Training Program on Engineering Pedagogy in Chilean Universities

Cited by 5 publications

References 2 publications

Online Engineering Pedagogy: A Proposal for Specialization of the Teacher Training in Engineering

Online Engineering Pedagogy: A Proposal for Specialization of the Teacher Training in Engineering

Evaluation Results of an Online Teacher Training Course Specialized in Engineering Education

Design and Implementation of the International Center of Engineering Education at the University of Talca (Chile) Under IGIP and the Dresden School of Engineering Pedagogy Tradition

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