Nowadays, the era of intelligent education has come, the construction scale of online class platform is also expanding. Traditional educational resources and forms no longer meet today's educational needs, with a ...
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Cloud computing skills have been increasing in demand. Many software engineers are learning these skills and taking cloud certification examinations to be job competitive. Preparing undergraduates to be cloud-certifie...
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ISBN:
(纸本)9798350322590
Cloud computing skills have been increasing in demand. Many software engineers are learning these skills and taking cloud certification examinations to be job competitive. Preparing undergraduates to be cloud-certified remains challenging as cloud computing is a relatively new topic in the computing curriculum, and many of these certifications require working experience. In this paper, we report our experiences designing a course with experiential learning to prepare our computing undergraduates to take the cloud certification. We adopt a university project-based experiential learning framework to engage industry partners who provide project requirements for students to develop cloud solutions and an experiential risk learning model to design the course contents. We prepare these students to take on the Amazon Web Services Solution Architect - Associate (AWS-SAA) while doing the course. We do this over 3 semester terms and report our findings before and after our design with experiential learning. We are motivated by the students' average 93% passing rates over the terms. Even when the certification is taken out of the graded components, we still see an encouraging 89% participation rate. The quantitative feedback shows increased ratings across the survey questions compared to before experiential learning. We acknowledge concerns about the students' heavy workload and increased administrative efforts for the faculty members. We summarise our approach with actionable weekly topics, activities and takeaways. We hope this experience report can help other educators design cloud computing content and certifications for computing students in software engineering.
The integration of teacher capabilities and teaching quality has become a crucial concern in today's Outcome-Based Education (OBE) in higher educational institutes. In addition, there is a requirement to utilize t...
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Virtual courses proliferated during the global Covid-19 pandemic. Universities offered synchronic online classes featuring real-time interactions to engage students from a distance. As the pandemic has subsided, it is...
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ISBN:
(纸本)9781665453318
Virtual courses proliferated during the global Covid-19 pandemic. Universities offered synchronic online classes featuring real-time interactions to engage students from a distance. As the pandemic has subsided, it is important to analyze and review the effectiveness of virtual teaching. This study examined the efficacy of virtual teaching as compared to face-to-face instruction over ten semesters, focusing on students' perceived learning experiences and academic outcomes. The findings revealed that while students indicated improved learning experiences in virtual teaching due to its flexibility and perceived effectiveness, their academic performance actually declined compared to face-to-face instruction. This discrepancy was attributed to the Dunning-Kruger Effect, as students in virtual learning environments tended to overestimate their competency due to insufficient self-awareness and metacognitive skills when physically apart from their peers. The study suggested exploring the Hyflex model for course design which can integrate the best aspects of both virtual teaching and face-to-face instruction.
The application of Challenge-Based learning (CBL) has increased in higher education institutions in several recent years, fostering student skills, competencies, knowledge of sociotechnical problems, and team-working ...
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The application of Challenge-Based learning (CBL) has increased in higher education institutions in several recent years, fostering student skills, competencies, knowledge of sociotechnical problems, and team-working skills. In general, CBL is an evolving new flexible framework that may have various implementations in different applied areas, hybrid approaches to teaching, new types of design and development of educational solutions, and numerous aspects and types of implementations in higher education. This paper presents the current outcomes of the on-going research, design and development project at the Department of Computer Science and Information Systems (CSIS) and the InterLabs Research Institute at Bradley University (Peoria, IL, USA) that is aimed to identify and test the optimal ways to implement CBL in in graduate computing curriculum. It describes the obtained data-driven research outcomes, including (a) summaries of student surveys to get student perception about quality of CBL-based graduate courses, (b) student opinion about "smartness" features of CBL-based smart pedagogy, including adaptation, sensing, inferring, self-learning, anticipation, and self-optimization, and (c) student recommendations about the improvements of design, development, teaching and offering of CBL-based smart pedagogy and courses in graduate computing curriculum.
This pilot study focuses on allowing students to use generative Artificial intelligence (AI) tools for their learning and assignments. Therefore, the study looks to improve the assignments to assess their learning. St...
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learning evaluation system can improve the quality of teaching by scrutinizing and monitoring students' learning status. It not only enable students to better understand their academic performance, but also help t...
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With advances in artificial intelligence (AI), educational researchers have integrated AI into mathematics education to offer scalable instructional practices and personalized learning. One such innovation is teachabl...
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ISBN:
(纸本)9798400707018
With advances in artificial intelligence (AI), educational researchers have integrated AI into mathematics education to offer scalable instructional practices and personalized learning. One such innovation is teachable AI agents, designed as learners to facilitate learning by teaching. Previous research has evidenced the benefits of learning by teaching, and its effectiveness depends on the quality of tutor-tutee interaction. However, few studies have explored how features of teachable agents, particularly personality traits, influence student interactions and the agents' effectiveness. Given the documented importance of personality traits in student learning, this empirical study examines the relationship between teachable AI agents' personality traits and students' math learning experiences in a naturalistic setting. Results indicated that students provided more cognitive support when interacting with teachable agents characterized by neuroticism, openness, and conscientiousness, while more affect management and non-responsive behaviors were observed with agents displaying extraversion. These interaction patterns impacted the effectiveness of the teachable agents, providing implications for the integration of AI systems into education.
With the continuous development of science and technology, a variety of advanced science and technology and equipment have been gradually started in education and teaching, which can improve the teaching efficiency an...
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In today's rapidly evolving educational landscape, the integration of technology has become increasingly prevalent, reshaping traditional teaching and learning paradigms. The integration of Information and Communi...
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