Towards the STEM knowledge homogenization of pre-university students in 21st century: MOOC: The Language for Engineering

Estela-Carbonell, M. Rosa; Codina, Antonio; Poblet-Puig, Jordi; Pardo, Pedro Juan Núñez; Puigví, M. A.; Pujadas, Elisabet Comelles; Valls, S.; Alvarez, M.D.; Guaus, E.; Hervada-Sala, Carme; Macanás, Jorge; Masip-Alvarez, A.; Morillo, María José Vázquez; Nejjari, Fatiha

doi:10.1109/fie.2016.7757358

Cited by 2 publications

(3 citation statements)

References 8 publications

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“…Post-secondary education students who have been accepted in the same college or university degree come with differences in their previous knowledge on the subjects they will study in the university [9]. To deal with these differences, one of the solutions proposed by HE institutions is remedial education.…”

Section: A Remediation In Post-secondary Educationmentioning

confidence: 99%

MOOCs as a Remedial Complement: Students’ Adoption and Learning Outcomes

Hernández¹,

Rodríguez²,

Hilliger³

et al. 2019

IEEE Trans. Learning Technol.

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The effectiveness of remedial mathematics courses in post-secondary education has been a controversial topic for years. Higher Education institutions need their students to have basic understandings of the subjects to be imparted in the first semesters, but since they come with different backgrounds and prior knowledge, this is not always possible and many students struggle in their first courses. This paper presents the results of students' adoption and learning outcomes of using four MOOCs as a complementary study resource for an on-campus calculus diagnostic exam. Over 700 newly admitted university students had to take a mandatory diagnostic exam on four calculus topics before classes started. MOOCs were proposed as a voluntary support for studying these subjects. Following a mixed method analysis, we studied why and when the students used the online courses and we also measured the effects of its use in terms of the students' diagnostic exam grades and learning outcomes. The results show that students mostly used the MOOCs to study the subjects that were not covered in their secondary studies. Students who were active in these course topics obtained better scores, having more chances of passing the diagnostic exam than students who did not study with the MOOCs. Furthermore, students not only used the MOOCs for studying for the exam, but also for refreshing concepts for future courses.

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Section: A Remediation In Post-secondary Educationmentioning

confidence: 99%

MOOCs as a Remedial Complement: Students’ Adoption and Learning Outcomes

Hernández¹,

Rodríguez²,

Hilliger³

et al. 2019

IEEE Trans. Learning Technol.

View full text Add to dashboard Cite

show abstract

“…These skills include Communication, Teamwork, Problem Solving, Initiative, and Enterprise, Planning and Organizing, Self‐Management, Learning and Technology and are secor agnostic. Traditionally these skills are not incorporated into the curricula taught in Science, Technology, Engineering and Mathematics (STEM) Universities . The course content development is not student led.…”

Section: Introductionmentioning

confidence: 99%

“…Yet, another challenge faced by engineering and technology students in Higher Educational Institutions is the availability of suitable physical lab infrastructures, this is particularly an issue for institutions who wish to engage their students in applied and practical experimentation . This is due to the fact that such infrastructure is quite expensive for STEM curricula.…”

Section: Introductionmentioning

confidence: 99%

Edu‐Cloud: On‐the‐fly employability skills as a service

Shahzadi¹,

Iqbal

Dagiuklas

2017

Comp Applic In Engineering

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Twenty‐first century global job market competition requires Science, Technology, Engineering, and Mathematics (STEM) university curricula to support both state‐of‐the‐art technical and soft skills learning to improve graduate employment. This necessitates the transformation of the current teaching and learning methodology powered by a social and collaborative platform to provide a social co‐learning environment. This social co‐learning will provide students with opportunities for self‐enrichment while supporting their technical skills and hands‐on needs. The platform must also provide the required lab infrastructure for hands‐on experimentation. This paper proposes the design and implementation of a cloud based platform called Edu‐Cloud. The Edu‐Cloud has been designed to provide automated resource provisioning and perform on‐the‐fly deployment of scalable virtual network functions to stream multimedia content closer to the global learners. This would help to meet the specific learning needs of a group of global interconnected students with similar learning skills and abilities. The benchmarking performance results show that the proposed framework works efficiently while reducing primary network traffic by deploying resources closer to the users and support scalability for a global deployment scenario.

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Towards the STEM knowledge homogenization of pre-university students in 21st century: MOOC: The Language for Engineering

Cited by 2 publications

References 8 publications

MOOCs as a Remedial Complement: Students’ Adoption and Learning Outcomes

MOOCs as a Remedial Complement: Students’ Adoption and Learning Outcomes

Edu‐Cloud: On‐the‐fly employability skills as a service

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