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Integration and adaptation of e-technology to deliver technical education in public and private universities of Bangladesh
Published in Ataur Rahman, Vojislav Ilic, Blended Learning in Engineering Education, 2018
A. Ahmed, M.A. Rahman, M.S. Khan, F. Ferdousi, M. Haque, A. Rahman
There are plans to improve the course delivery methods in Bangladesh to improve the quality of graduates from engineering universities by taking up recent developments in engineering education. One of the important concepts to be implemented is “blended learning” in engineering education in Bangladesh. Blended learning is an education delivery method that integrates both online and face-to-face learning, which can improve learning experience of the students (Khan et al., 2012). This model is enriched with online educational materials available to students for 24/7. The students can use the internet to access these rich multimedia contents at anytime and anywhere, at the university or at home, which increases their flexibility and understanding in learning. Therefore, when blended learning is designed and applied properly depending on the online materials, students’ need and teachers’ requirements, it can offer great advantage to students and teachers. The major differences between traditional classroom learning and blended learning are presented in Table 17.3.
Observations on Learning and Tracking Challenges of Online Microwave Engineering Teaching
Published in Anuj Singal, Sandeep Kumar, Sajjan Singh, Ashish Kr. Luhach, Wireless Communication with Artificial Intelligence, 2023
Due to the current pandemic announced by the World Health Organization in 2020 [1], offline or physical education has been closed by academic institutions and universities, and online teaching has gained more popularity. Various faculties have been engaged in how easy it is to present online material, engage students, and evaluate performance. This is the greatest challenge in the teaching and learning process. Engaging the student community through the online mode is one of the most significant challenges to the faculty members for offline or blended teaching because various methods have been involved to grab the students' attention; these ways are depicted in Figure 7.1. Blended learning involves classroom teaching, traditional labs, informal learning, mobile learning, discussion boards, email, virtual labs, blogging, web conferencing, audio/video conferencing. Handling core engineering courses, classic engineering courses, and pure mathematical courses is a challenging thing in the regular or offline mode, and it requires some more attentiveness in the online class mode to grab the student's attention. For this, faculty and students should have a good idea about the online learning environment [2–6]. The evolution of distance or online learning is depicted in Figure 7.2 [7]. It is clear from Figure 7.2 that the initial distance learning happened through the printed materials, followed by trained films or recorded videos and radio broadcasting or T.V. broadcasting, followed by computer-based training, and at present, most of the distance learning happens through the e-learning platforms.
Transitional Changes towards Flipped Classroom Approaches amidst the Covid-19 Pandemic to Develop Online Learning Communities
Published in Prathamesh Churi, Shubham Joshi, Mohamed Elhoseny, Amina Omrane, Artificial Intelligence in Higher Education, 2023
Muhammad Mujtaba Asad, Roha Athar, Irfan Ahmed Rind, Imran Khan, Al-Karim Datoo
The current outbreak of coronavirus known as Covid-19 was first identified in Wuhan, China and the WHO (World Health Organization) soon declared it a public health emergency to combat the spread of this disease. UNESCO is playing its vital role in facilitating countries in continuing the education through remote learning (UNESCO, 2020b). In this situation, must engage their administration, staff, faculty, and students in online teaching and learning without compromising their functioning and while keeping their staff and learners safe from this unseen virus. In this pandemic situation, a type of blended learning we call “flipped classroom” is one of the strategies used by teachers (Hodges et al., 2020).
Social media on blended learning: the effect of rapport and motivation
Published in Behaviour & Information Technology, 2022
Wenzhi Zheng, Fang Yu, Yenchun Jim Wu
Blended learning leverages the new technology in student-centred learning, emphasising the importance of learner initiative, active participation, and learner satisfaction (Menolli et al. 2017). In a blended learning context, learning is guided by a teacher and focuses on self-exploration, self-management, and self-reflection in an independent learning environment (Korr et al. 2012). In practice, blended learning provides a space for students to interact with and receive help from teachers (Bonk and Graham 2012). To obtain feedback, students can access a score system to check their scores for their projects, and teachers can provide comments to students through this platform; students can also submit their assignments online and have their assignments marked online to achieve online interaction (Bonk and Graham 2012).
A systematic meta-Review and analysis of learning analytics research
Published in Behaviour & Information Technology, 2021
Xu Du, Juan Yang, Brett E. Shelton, Jui-Long Hung, Mingyan Zhang
Learning analytics (LA hereafter), which is a term to represent the research area of ‘education’ plus ‘analytics’, is defined as ‘the measurement, collection, analysis and reporting of data about learners and their contexts, for purpose of understanding and optimizing learning and the environments in which it occurs’ (Siemens et al. 2011). The development of technology enriched various formats of instructional delivery, such as online learning and different levels of blended learning paradigms. These online learning environments can be leveraged to track every student’s online behaviours and store them in accompanying database systems. On the other hand, the development of Internet of Things (IoT) or sensors, at some levels, can make up the gap of in-class tracking. When analyzing these data streams with existing institutional database systems or data warehouses, the outcomes can be utilised to support P-16 decisions. Bienkowski, Feng, and Means (2012) refers to LA as the interpretation of educational data in order to assess academic progress, predict future performance and spot potential issues. Therefore, LA highlights the practical use of analytical results for guiding institution management, teaching and learning practices and policy making.
Understanding informal feedback to improve online course design
Published in European Journal of Engineering Education, 2020
Since 2000 the CDIO (Conceive Design Implement Operate) Initiative has emerged as a leader in the global engineering education space advocating dual-impact and authentic experiences for students. With over 130 member institutions across the world, CDIO continues to act as both a forum for practitioners to share best practices, and a framework around which new knowledge and theories can be developed. As a forum for educators to share their practice, the CDIO continues to advocate the importance of hands-on design-implement-operate experiences, which are often but not necessarily classified as project-based learning (Crawley et al. 2014; Edström and Kolmos 2014). While these experiences are promising and offer rich, authentic learning experiences, they can be challenging to scale in institutions with large class sizes. In recent years, authors in the CDIO community have proposed the use of blended learning as a means of achieving a level of scalability to this approach. Blended learning uses technology, such as flipped lectures to allow scheduled class time to be used for hands-on, facilitated experiences.