ABSTRACT
The blended educational method has become a common way of teaching and learning in the post-COVID-19 era. However, the related research on the selection model for the blended design teaching service quality solution is still an important research gap during this period. Therefore, this study proposed a hybrid method of fuzzy analytic network process (FANP) and technique for order preference by similarity to ideal solution (TOPSIS) to analyse the dimensions, indicators and alternatives of blended design teaching service quality. As for the findings of this research, the dimension of assurance is the most vital factor, followed by responsiveness, reliability and empathy. Meanwhile, this research discovered that the top three significant alternatives are "Employees are trustworthy”, "Safe transaction mechanism and environment” and "Personalised needs of customers”. Also, we found that dimensions utilised to evaluate the quality of education service are similar whether in the post COVID-19 era, in the COVID-19 epidemic or prior to the COVID-19 pandemic. The main contribution of this study is to establish a multi-criteria decision-making (MCDM) model for the ranking of the blended design teaching service quality index and solution under a fuzzy environment. Finally, the research findings of this study have a guiding role, thereby becoming a guide for the industries related to hybrid design education to maintain good service quality in similar scenarios in the future. © 2023 by the authors.
ABSTRACT
This work presents the strategies used in the development of the teaching of the subject of Architecture Project III of the School of Architecture and Urbanism of the Federal Fluminense University from the return to classes during the period of the Covid-19 Coronavirus pandemic which started in 2020. The course was carried out in the online teaching system mediated by technology. Considering the complexity that the teaching of architecture design requires in the fourth semester of the course, and given the conditions imposed by the pandemic, the development of technology-mediated design teaching was a challenge faced by the teachers of the subject. The teaching project theme is complex and extensive and considers a mixed-use high-rise building, with residential and commercial units in a consolidated urban environment, oriented towards the design and development of open and closed spaces, as well as public, collective and private spaces. This article covers the experiences, the strategies adopted, the difficulties and the results obtained in the teaching of architectural design from September 2020 until February 10, 2022. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.
ABSTRACT
This study advances the debate over the role of technology-enhanced teaching in the practice-based design studio. Framed by the exigencies of the early stages of the COVID-19 pandemic, a detailed survey and follow-up interviews illuminate the transformative experiences among 90 experienced design educators from seven countries. At the heart of this study is the question: where did design educators succeed in trying to approximate a physical studio using online technologies and where did technology-enhanced teaching fall short? Content analysis of qualitative data and reflective remarks provide a window into what educators see as the concrete pedagogical challenges and opportunities they have encountered. Their responses are analysed using the four major characteristics of the practice-based design studio: dialogical learning, the critique, studio culture and studio class size. The results clearly demonstrate that the social aspects of the physical studio with its informal learning opportunities are difficult to replicate online and dialogical learning could not be effectively established online unless classes were smaller. There were also positive responses, particularly using online collaboration platforms for online critiques. Design educators can now prototype a new studio pedagogy that incorporates online elements that potentially enhance the learning and teaching experience in the physical design studio, while rejecting those that do not work for their domain. © 2022 Intellect Ltd.
ABSTRACT
In the era of 'Internet +', it is a trend to apply various information technology and information teaching modes to piano teaching. The sudden outbreak of COVID-19 in 2020 has provided a new opportunity for the construction of a real school curriculum teaching model in the era of 'Internet +'. With the help of the thinking and technology in the era of 'Internet +', this paper studies the design principle and teaching mode of piano micro lessons in universities. This paper analyzes the influence of the learning data such as watching times, watching hours and talking times of teaching video on the online platform on the students' piano performance level, and studies the effect of this effect to find out the relationship between them. In order to open up new ways, new links and new processes of piano micro-course teaching, enrich and expand the content of piano teaching, break through and innovate the traditional piano teaching method, realize the upgrade, optimization and reform of piano course resources, and achieve the expected teaching effect. © 2022 IEEE.
ABSTRACT
This work presents the strategies used in the development of the teaching of the subject of Architecture Project III of the School of Architecture and Urbanism of the Federal Fluminense University from the return to classes during the period of the Covid-19 Coronavirus pandemic which started in 2020. The course was carried out in the online teaching system mediated by technology. Considering the complexity that the teaching of architecture design requires in the fourth semester of the course, and given the conditions imposed by the pandemic, the development of technology-mediated design teaching was a challenge faced by the teachers of the subject. The teaching project theme is complex and extensive and considers a mixed-use high-rise building, with residential and commercial units in a consolidated urban environment, oriented towards the design and development of open and closed spaces, as well as public, collective and private spaces. This article covers the experiences, the strategies adopted, the difficulties and the results obtained in the teaching of architectural design from September 2020 until February 10, 2022. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.
ABSTRACT
Social learning is an important part of the college experience. With the rapid transition from face-to-face to online courses after COVID-19, the instructors were challenged with creating an online learning environment that supports social interaction for students. This project investigates the use of technology for interaction by the instructors, and how the students adapted technologies that allowed them to keep their interactions alive in the online courses. A 15-minute online survey was designed at a large engineering school in the southwestern United States. The undergraduate and graduate students in engineering who were enrolled in STEM courses in summer 2020 were invited to complete the survey at the end of the summer. Due to the online nature of the summer semester, this survey included separate questions for the students who took synchronous or asynchronous courses. The survey included both qualitative and quantitative questions. This research paper explains the survey design and the type of results obtained from the survey. To assess the student interaction with instructors/Teaching Assistants and with other students in online courses, the students answered questions related to (i) technology/platforms used by their instructor, (ii) methods used by their instructor, (iii) how the students adapted their interaction in the online environment, (iv) average time spent interacting each week, and (v) the satisfaction ratings on a Likert scale. For comparing with face-to-face courses (pre-COVID-19), the students were also asked to explain their interaction with instructors/Teaching Assistants and with other students in the face-to-face courses taken in fall 2019, and the average time spent interacting each week. The demographic questions included the student classification, engineering major, gender, ethnicity, the highest level of education completed by parents, and whether they were an international student. The results from this survey will play an important role in our understanding of how the students adapt from face-to-face courses to the online learning environment. Zoom and eCampus were the most commonly used tools for interaction in online courses. The virtual study groups and live interaction were widely used methods for students to interact with each other in online courses. © American Society for Engineering Education, 2021
ABSTRACT
Experiential, team-based course projects, with an emphasis on designing and building physical products, are increasingly being adopted across many engineering disciplines, including wide use in ocean engineering courses. COVID-19 presents new challenges to pedagogies that rely heavily on physical production and face-to-face teamwork. While collaborative, hands-on projects, such as designing and building ROVs, have many documented educational gains-deepening content understanding and improving motivation, to name a few-these once beneficial activities are currently infeasible. The complications brought on by the pandemic necessitate the creation of new course projects that heed social distancing guidelines, minimize touch, and accommodate remote learners, all while continuing to enhance student learning. In the Fall of 2020, our small liberal arts university reopened its classrooms for in-person teaching and learning. While most students elected to return to the physical classroom, some chose to learn remotely, resulting in a large number of hybrid course offerings. The potential for a spike in COVID-19 cases in the campus community meant that courses could pivot to fully remote teaching and learning at any moment. In response to this new pedagogical framework, the semester-long course project for an upper-level ocean engineering course was reinvented. The project was inspired by Wired Magazine's video series “5-Levels” in which experts explain a topic to a child, teenager, undergraduate, graduate student, and an expert in their field. This fall, students worked individually to create a video series in which they explained a self-selected advanced topic in ocean engineering to three distinct audiences of their choosing. The success of the new course project is assessed through analysis of students' videos, reflection papers, peer evaluations, and course surveys. More specifically, the aim of this work is to explore the efficacy of the project in meeting a variety of learning outcomes, including enhancing 21st century skills in audiovisual communication, and deepening the students' knowledge of ocean engineering concepts. Finally, this paper shares lessons learned and provides recommendations for future implementations of this course project. © American Society for Engineering Education, 2021
ABSTRACT
At our university, the ECE department has striven over the last few years to provide undergraduate students with an educational experience that far exceeds the expectations of hiring managers. We surveyed students and employers to understand where the gap exists between new graduates and highly qualified engineers. New graduates frequently struggled at attaining the best internships. Even before they graduated, many of them started to seek out opportunities but often in vain. Furthermore, most new hires had to go through a season of training before they could become contributing employees. As a result, we wanted to design a course that would help us address the research question: “How can we deliver an engineering education that provides students the skills they need to succeed in the workforce?” By genuinely listening, we discovered a number of key insights which led to a highly successful course where students rapidly design hardware and software to interface with the world. In this paper, we discuss our motivations, the design of the course, what we have learned from teaching the course, and where we see the future of experiential education heading, especially in light of the COVID-19 pandemic and the need for highly effective remote instruction. We believe that the model we have created in this classroom experience successfully prepares students for the rigors of an engineering career. Our ECE department has a rich history of exemplary theoretical teaching, with a strong emphasis on research, but undergraduate students felt a void in how to apply that knowledge into engineering practice, especially in future careers. This is why in recent years we have strongly focused on experiential learning in all four years of the undergraduate experience. We developed courses for entering freshmen and capstones for graduating seniors, but we did not have anything for students in the heart of their university experience, particularly for those uncertain of their future aspirations. This was a driving force behind the formation of this course. The goal of the class was, and still is, to offer undergraduates experience with real-world data, teach them to work with a complete system, and provide them a contextual basis in which to apply their theoretical knowledge. This goal was established after careful consultation with our corporate affiliates and alumni. As a result, the course today has students build a fitness wearable from first principles. During the journey, they attain foundational Python software development skills and are exposed to many facets of ECE curriculum. In their final project, they repurpose their wearable to address a new, unrelated problem so as to be challenged to be critical thinkers working on open-ended problems - a highly sought-after skill by employers we surveyed. Due to the modular, often self-paced nature of the course, it has had a serendipitous outcome during the pandemic - namely, while being a highly hands-on course, it actually works extremely well in settings of remote instruction. Feedback from students has been surprisingly positive as they have had to work on their project kits from their homes rather than in the lab setting. Since much of their instruction in their other classes has shifted to lectures offered via video conferencing software, any opportunity to actually work with their hands has led to marked excitement and eagerness to participate in class, as has been directly observed by us. The focus of this paper will be to breakdown the course curriculum, demonstrate how it offers students a unique learning experience, and illustrate the effectiveness of the material even during remote instruction. © American Society for Engineering Education, 2021
ABSTRACT
This work presents the latest results on how to successfully apply a hybrid and flexible model for teaching Engineering Courses, particularly Structural Mechanics courses to students from Architecture and Civil Engineering programs during emergency conditions such as those due to the Covid19 Pandemic. This model has been used for the last few years with tremendous success in the performance of the students and their overall satisfaction as it has been shown in [1]. For the pandemic conditions, the synchronous sessions were changed from the classroom on campus to the online classroom with videoconferencing. Some new types of activities were included for online teaching such as video documentaries and also some modifications were made to the standard synchronous sessions, which are discussed in this work. A total of 200 students have taken the courses that use this model during the spring term, summer term and fall term of 2020. The students come from different cities across Mexico and are located in three different time zones. These students answered a survey that include several aspects of the online experience: problems faced by students when connecting online, type of connections available at their homes, preferred type of sessions, courses that are better suited for online teaching and their personal experience with the course, among others. This paper shows the results of the analysis of the questions answered by the students and some important graphs are included. Some recommendations are also given that future implementations of hybrid and flexible (HyFlex) models can take into account for a better overall experience of both, students and professors in Structural Engineering courses. This model can also be applied for the new normality where some toggle terms are expected, that is, some weeks on campus and some weeks with online teaching as new covid19 cases are detected in each region. © American Society for Engineering Education, 2021
ABSTRACT
The main objective of the work presented in this paper is to investigate if technical engineering content can be effectively delivered and enhanced using Entrepreneurial Minded Learning (EML) in conjunction with Project based learning (PBL) for Freshmen engineering students. Existing research already shows that PBL is a powerful student centric model of active learning. With EML, the existing content is adapted to imbue the 3 C's of Entrepreneurial Mindset (EM) which are curiosity, connections, and value creation. This student-centered pedagogical approach presents the students the opportunity to not just master technical content but also to identify opportunities, integrate knowledge and create value for themselves and others. This paper discusses the results of a concurrent investigation on the effect of incorporating EML into the 9-week, group-based, customer-focused, and open-ended game design project in a Freshmen level programming course in the Electrical and Computer Engineering curriculum. The course was first taught with the new project model in Spring 2020 but due to COVID-19, certain aspects of the project were not implemented. Based on the student responses to the project reflection survey, the student teams indicated that their attention was heavily focused on learning the programming content. While this was a validation that technical content can be delivered effectively and even enhanced using EML approach, it seemed that some student teams missed the mark on certain learning objectives in certain project deliverables which indicate that the guidelines and rubrics need to be modified to improve their mapping to the learning objectives. The course will be taught again in Spring 2021 with applicable changes made to the guidelines and rubrics for the project deliverables based on the knowledge acquired from the initial implementation in Spring 2020. The results from the Spring 2021 implementation will be compared with the data collected in Spring 2020 and analyzed to assess the role of EML as an effective pedagogical approach to further learning for Freshmen engineering students. © American Society for Engineering Education, 2021