Improving Student Engagement in Teaching Electric Machines Through Blended Learning

Singh, Arvind; Rocke, Sean; Pooransingh, Akash; Ramlal, Craig J.

doi:10.1109/te.2019.2918097

Cited by 30 publications

(19 citation statements)

References 16 publications

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“…Research has found blended learning in undergraduate engineering courses led to improved student satisfaction and resulted in greater student engagement and class attendance, among other non-tangible benefits (Clark et al, 2016;Harris & Park, 2016;Jamieson & Shaw, 2016;Rahman, 2017;Ravishankar & Jones, 2017;Shanmuganathan, 2018). Results also indicate that engineering students perform better (improved final exam marks) in a blended learning environment, as compared to a traditional lecture format (Clark et al, 2016;Karabulut-Ilgu et al, 2018;Rahman, 2017;Shannon et al, 2013;Singh et al, 2019). However, a number of questions remain regarding the purpose, timing, and appropriateness of using blended learning techniques in upper year engineering courses.…”

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confidence: 94%

Blended Learning in an Upper Year Engineering Course: The Relationship between Students’ Program Year, Interactions with Online Material, and Academic Performance

et al. 2020

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At a comprehensive, public university in Western Canada, a fourth-year course in risk and safety management was recently made a requirement for all engineering students; depending on their program, students may take this course in their second, third, fourth, or fifth year of their program. As a result of increasing class sizes, this course was shifted from traditional to blended instruction. Since blending and opening this course to students with varying years of undergraduate engineering experience, instructors noted a difference in students’ maturity (e.g., a change in quantity and quality of in-class discussion, questions, participation, student-teacher interactions, and problem solving capabilities) and questioned whether this impacted their interactions with online material. Research examining the impact of blended learning in Engineering has primarily focused on large first-year undergraduate courses; research about blended learning in upper-year engineering courses is sparse. Studies investigating courses with students of varying years of experience in the program are virtually non-existent. Therefore, to better understand students’ interactions with online material during blended learning as connected to years in their program, we examined the relationship between levels of interaction and performance of students by year in program. This study analyzed approximately 2000 students’ interactions with online material and performance across five sections of a risk-management course in engineering. We found that students who had completed more years of their program interacted less with online material than students earlier in their undergraduate careers. Academic performance, on the other hand, was higher for students who had interacted more with online material and slightly higher for students who had completed more years in their program. These results suggest that the delivery of instructional materials may need to be tailored to students’ year in their program. Further implications and areas of future study are discussed.

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confidence: 94%

Blended Learning in an Upper Year Engineering Course: The Relationship between Students’ Program Year, Interactions with Online Material, and Academic Performance

et al. 2020

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“…Research in the field of educational methodologies and their applications suggest that predefined laboratory practices are not as much a significant contributor towards student performance as lecturers can at first imagine [1]- [5]. Actually, it is an open research field to understand both, the components and constructs that enable significant student engagement in order to achieve high quality education [6].…”

Section: Introductionmentioning

confidence: 99%

“…For several decades, the process of collaborative learning has been studied as a matter of great interest [15], [16]. Even more, considerable effort has been put into correlating the level and quality of student engagement and personal development with the academic program and activities carried out during lectures throughout the semester [1], [5].…”

Section: Introductionmentioning

confidence: 99%

Gaining Student Engagement Through Project-Based Learning: A Competitive 2D Game Construction Case Study

López-Gazpio

2022

IEEE Access

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In this work we consider an open artificial intelligence game as a matter of study within the lectures of artificial intelligence to combat lack of motivation and increase engagement within the classroom. During formation, students in computer science can deal with moderately complex projects, nevertheless, dealing with such problems is relegated to the Degree Final Project. In this investigation we show the procedural steps of how project-based learning combined with game construction can effectively be used to promote engagement in informatic lectures at university. For the task, we build a 2D game engine and propose students to enroll in factitious research teams with the aim of programming intelligent agents that play the game employing artificial intelligence techniques. The intended principal outcome is to show evidence of the application of project-based learning in artificial intelligence within the lectures, and how it can be combined with game construction to increase motivation in the classroom. Project-based learning has the students learn, organize, and solve challenges while students themselves remain their own responsible for the investigation and process of work. We propose to follow a series of sequential phases that conform a set of milestones that incorporate a project-based learning approach to the lectures. Through this work we show that the use of project-based learning combined with game construction provides reliable evidence that a much deeper understanding about artificial intelligence is attained by students participating in the challenge. Student evaluation questionnaires and final grade results attained by students indicate that students remained more engaged during the semester in comparison to previous semesters in which lack of motivation was reported.

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“…Additionally, most courses with a virtual laboratory are too dependent on the online section. Therefore, the main contribution of this study lies in two aspects: using the new technologies to design and implement a virtual laboratory and adopting a blended learning scheme to balance the online and offline sections in light of the investigations on blended learning approaches [27][28][29].…”

Section: Introductionmentioning

confidence: 99%

Experiment Information System Based on an Online Virtual Laboratory

et al. 2021

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In the information age, MOOCs (Massive Open Online Courses), micro-classes, flipping classroom, and other blended teaching scenes have improved students learning outcomes. However, incorporating technologies into experimental courses, especially electronic and electrical experiments, has its own characteristics and difficulties. The focus of this paper is to introduce virtual technology into an electronic circuit experiment course and to explore its teaching strategy, thereby realizing the informatization of experiment teaching. First, this paper explores the design concepts and implementation details of the digital circuit virtual laboratory, which is then developed based on previous literature and a prequestionnaire to users. Second, the informatization process of the experiment learning model based on traditional custom lab benches is shown through a blended learning scheme that integrates the online virtual laboratory. Finally, the experiment information system is verified and analyzed with a control group experiment and questionnaires. The blended program turned out to be an effective teaching model to complement the deficiencies in existing physical laboratories. The research conclusions show that the virtual experiment system provides students with a rich, efficient, and expansive experimental experience, in particular, the flexibility, repeatability, and visual appeal of a virtual platform could promote the development of students’ abilities in active learning, reflective thinking, and creativity.

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Improving Student Engagement in Teaching Electric Machines Through Blended Learning

Cited by 30 publications

References 16 publications

Blended Learning in an Upper Year Engineering Course: The Relationship between Students’ Program Year, Interactions with Online Material, and Academic Performance

Blended Learning in an Upper Year Engineering Course: The Relationship between Students’ Program Year, Interactions with Online Material, and Academic Performance

Gaining Student Engagement Through Project-Based Learning: A Competitive 2D Game Construction Case Study

Experiment Information System Based on an Online Virtual Laboratory

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