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international conference on teaching and learning in computing and engineering (LaTiCE)

作者： Hashim, Hisyamuddin Tasir, Zaidatun Univ Teknol Malaysia Fac Educ Dept Educ Sci Math & Creat Multimedia Johor Baharu Malaysia

ISBN: (纸本)9781479935918

E-learning is one of the most used technologies in this modern time. E-learning is basically a learning platform that applies the utilization of electronic media and information and communication technologies (ICT). E-learning can be implied as other alternative terms such as online education, computer-based training, technology-enhanced learning and others. The implementation of e-learning has been carried out in multiple education departments and learning institutional levels. The usage has also broaden within some corporate and professional companies, in informing their staffs and customers on any related developement occurs within their business world. The importance of e-learning has led to the need in assessing the mental and physical preparation of the users before using the e-learning environment. Therefore, e-learning readiness is required in making sure the users are capable of using the e-learning environment technology in the best way possible. Technically speaking, e-learning readiness is the capability of prospect e-learning users in using a new learning environment as well as the usage of alternative technology. The results attained from this particular assessment can be used as some sort of guidelines perhaps for further developement of e-learning environment towards any enhancement that are seemed required. This paper will review a number of studies that have been carried out in assessing the users readiness before using the e-learning environment. Each study will be distinguished based on different assessment methods, types of respondents as well as the type of e-learning technology used.

关键词： E-learning E-learning readiness Assessment

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Social Constructivism learning Through Project Based learning with Scaffolding in Flipped Classroom 6

Social Constructivism Learning Through Project Based Learnin...

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6th international conference on learning and teaching in computing and engineering (LaTiCE)

作者： Rahman, Azlina A. Zaid, Norasykin Mohd Abdullah, Zaleha Mohamed, Hasnah Aris, Baharuddin Sekolah Berasrama Penuh Integrasi Selandar Melaka Batang Melaka Malaysia Univ Teknol Malaysia Johor Baharu Malaysia

ISBN: (纸本)9781538678978

In this study, social constructivism learning through project based learning with scaffolding in flipped classroom is described. Although its implementation is currently much talked about and gaining more popularity, in-class learning activities still be equally considered to ensure its successful implementation. In addition to in-class learning activities, this paper also discusses the implications of the theory and practices in the implementation of in-class flipped classroom method. This research aims to measure students' achievement, engagement and perception in Statistics, a subject in Mathematics. A total of 61 secondary school students were involved in this study, 30 being in the control group and the remaining undergoing a treatment. This study was conducted using both quantitative and qualitative approach. The results showed that students' achievement improved tremendously and the applied scaffolding not only helped students in their learning process but also in their social development. However, the findings also showed that it took the students some time to adapt to the flipped classroom method.

关键词： Flipped classroom Project based learning Technology Mathematics Scaffolding

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Amalgamation of Research-, Case-, Project-, and Video-based learning in teaching engineering and computing Ethics

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international JOURNAL OF engineering EDUCATION 2024年第3期40卷 491-498页

作者： Habash, Riadh Univ Ottawa Sch Elect Engn & Comp Sci Ottawa ON Canada

To create effective learning environments for students, it is important to continually evolve curriculum and teaching strategies. This may involve an open pedagogy that encourages research within the classroom, promotes real-world problem-solving, and incorporates case studies, projects, and videos to enhance personalized and collaborative learning. These strategies can be implemented in both in-person, blended, and online learning settings to ensure that students receive a well-rounded education. This study delves into the practice of open pedagogy through the principle of Two-Eyed Seeing, which helps to integrate the powers of Indigenous ways of knowing with one eye, and Western ways of knowing with the other eye, for the benefit of teaching ethical professional practice in undergraduate engineering and computing programs. The students' self-assessments and feedback revealed noticeable improvements in their skills and competencies. This integrated approach to curriculum and pedagogy fosters critical and creative thinking in learners and cultivates a growth mindset that empowers them to take charge of their learning.

关键词： open pedagogy two-eyed seeing ethical space research-based learning case-based learning project-based learning video-based learning

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Knowledge engineering, Machine learning and Lattice computing with Applications: 16th international conference, KES 2012, San Sebastian, Spain, September 10-12, 2012, Revised Selected Papers 1

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丛书名： Lecture Notes in Computer Science 7828 Lecture Notes in Artificial Intelligence

2013年

作者： Tadeusz Lasota, Zbigniew Telec, Bogdan Trawiński, Grzegorz Trawiński (auth.), Manuel Graña, Carlos Toro, Robert J. Howlett, Lakhmi C. Jain (eds.)

ISBN: (数字)9783642373435

ISBN: (纸本)9783642373428;9783642373435

This book constitutes the refereed proceedings of the 16th international conference on Knowledge-Based and Intelligent Information and engineering Systems, KES 2012, held in San Sebastian, Spain, in September 2012. The 20 revised full papers presented were carefully reviewed and selected from 130 submissions. The papers are organized in topical sections on bioinspired and machine learning methods, machine learning applications, semantics and ontology based techniques, and lattice computing and games.

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The Effects of Van Hiele's Phase-Based learning On Students' Geometric Achievement and Attitude towards Geometry

The Effects of Van Hiele's Phase-Based Learning On Students'...

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international conference on teaching and learning in computing and engineering (LaTiCE)

作者： Abdullah, Abdul Halim Ibrahim, Nor Hasniza Surif, Johari Zakaria, Effandi Univ Teknol Malaysia Fac Educ Educ Sci Math & Creat Multimedia Dept Skudai Malaysia Univ Kebangsaan Malaysia Fac Educ Educ Methodol & Practice Dept Bangi 43600 Malaysia

ISBN: (纸本)9781479935918

The process of teaching and learning geometry should be implemented more effectively because of its importance in students' daily lives. Therefore, a study that aimed to develop activities based on Van Hiele's phases of learning geometry using Geometer's Sketchpad (GSP) software was conducted. The developed activities were then incorporated into a learning kit named Geo-V. An ADDIE model was taken as reference in developing the activities and the learning kit. To study effectiveness, the developed activities were then tested for students' geometric achievement and attitude towards geometry. Quasi-experimental design was used in this study. The six-week study was conducted in a secondary school in Negeri Sembilan involving 94 students and two teachers. The students were divided into two groups, with 47 in a control group and the other 47 in a treatment group. Achievement Test (AT) and Attitude towards Geometry Survey (ATGS) were given to both groups before and after the treatment. MANOVA test was conducted to test the developed hypotheses. The results showed that there was significant difference in term of students' geometric achievement in the treatment and control groups. Also, there was no significant difference in term of students' attitude towards geometry between groups. Therefore, implementation of the activities that are based on Van Hiele's phases of learning geometry can be taken as a reference in varying the methods in teaching and learning geometry in a classroom setting.

关键词： Van Hiele's phase-based learning Geometer's Sketchpad (GSP) Geometric achievement Attitude towards geometry

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Investigating Students' Reflective Thinking Level in Online Discussion Forum

Investigating Students' Reflective Thinking Level in Online ...

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international conference on teaching and learning in computing and engineering (LaTiCE)

作者： Hamzah, Norhasyimah Harun, Jamalludin Univ Teknol Malaysia Fac Educ Skudai Johor Malaysia

ISBN: (纸本)9781479935918

Modern society is becoming more complex;information is becoming available and is changing rapidly, impelling users to constantly rethink, switch directions, and change their problem-solving strategies. Henceforth, it is important to harness a student's reflective thinking in order to help him apply new knowledge in complex situations. The purpose of this study was to examine students' reflective thinking skill levels in online discussion forums via the Elearning. By adopting content analysis, a thematic analysis based on "unit of meaning" was conducted. This scheme consists of four levels of reflective thinking: stimulated reflection, descriptive reflection, dialogic reflection and critical reflection. This study was carried out in five weeks, involving among others, 34 undergraduate students enrolled in the Web Based Multimedia Development course. The inter-rater reliability was calculated and found satisfactory, with 94 percent of agreement. This study shows an increment of high levels of reflective thinking: dialogic reflection (increased by 13.98 percent) and critical reflection (increased by 19.81 percent). On the other hand, low levels reflective thinking decreased: stimulated reflection (decreased by 6.44 percent) and descriptive reflection (decreased by 27.35 percent).

关键词： reflective thinking higher order thinking online discussion forum collaborative learning

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The use of Different Kinds of Robots to Spark Student Interest in learning Computational Thinking 6

The use of Different Kinds of Robots to Spark Student Intere...

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6th international conference on learning and teaching in computing and engineering (LaTiCE)

作者： Huang, Wei-Yeh Hu, Chiu-Fan Wu, Cheng-Chih Natl Taiwan Normal Univ Grad Inst Informat & Comp Educ Taipei Taiwan

ISBN: (纸本)9781538678978

Educational robots have been used in schools for STEM education and for teaching students programming and computational thinking (CT) for many years. The look and feel of traditional robots for educational purposes such as LEGO Mindstorms and NXT have been mostly engineering-oriented. Not until recently, have robotic products such as Dash & Dot utilized physical appearance which were cute and kid-friendly. This study compared the effects of using two kinds of robots-- Dash & Dot and LEGO NXT, in terms of students' performance, student's attitudes about learning activities, and how different genders respond to various robots. A Quasi-Experimental Design was conducted. The participants consisted of 106 6th graders from four classes of students. Two classes were designated as the experimental groups which used Dash & Dot robots,). The other two classes of students were the control groups which used NXT robots. With respect to students' attitudes toward learning, the study showed no significant difference between experimental and control groups. With respect to learning programming skills, it was found that females in the experimental group prefer to use robots. Females showed a definite preference for using the Dash & Dot robots.

关键词： Computational thinking Robot Gender

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Development and Validation of Problem Solving Task based-Integrated STEM 6

Development and Validation of Problem Solving Task based-Int...

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6th international conference on learning and teaching in computing and engineering (LaTiCE)

作者： Mustafa, Norazla Ismail, Zaleha Tasir, Zaidatun Said, Mohd Nihra Haruzuan Mohamad Univ Technol Malaysia Dept Educ Sci Math & Creat Multimedia Johor Baharu Malaysia

ISBN: (纸本)9781538678978

Despite the rapid growth in awareness of STEM education, there is a lack of materials and resources in implementing STEM approach in teaching and learning. The developed module emphasized on real-world problems, which provide an opportunity for students to explore and develop the problem solving skills. The aims of this paper were to develop and to validate a Module of learning Mathematical Problem Solving-based Integrated STEM to enhance problem-solving skills among secondary school students. The design of the task based on Polya problem-solving model and Bybee framework on contexts for STEM education. The contexts that were selected are health, energy efficiency, environmental quality and natural resources. Ten experts consist of five lecturers and five schoolteachers confirmed the content and face validity. The module was tested on a total of fifteen secondary students, aged 16 years old, in a time frame of three weeks. The findings support that the module is appropriate to enhance problem-solving skills in STEM contexts among secondary students.

关键词： learning module problem solving skills integrated STEM development validity

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Large programming task vs questions-and-answers examination in Java introductory courses 4

Large programming task vs questions-and-answers examination ...

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4th international conference on learning and teaching in computing and engineering (LaTICE)

作者： Jevinger, Ase von Hausswolff, Kristina Malmo Univ Dept Comp Sci Malmo Sweden

ISBN: (纸本)9781509025046

This study investigates two different forms of examination in introductory Java programming courses: computer-based examination where the students are given one relatively large programming task only, and paper-/computer-based examination where the students are given a number of smaller questions to answer. The study focuses on identifying how well the two different examination forms reveal the students' practical skills and theoretical knowledge in relation to the intended learning outcomes specified in the course syllabus. Course syllabuses from 8 Swedish universities are examined and from these, 4 specified learning outcomes, each shared by at least 5 of the selected universities, are identified. These learning outcomes are then used to analyze the exams from two of the universities, one practicing the large programming task examination form, and the other is using the questions and answer examination form. For both examination forms, two course phases are analyzed with respect to the specified learning outcomes: 1) exam (e.g. what do the questions capture and how are they formulated), and 2) execution (e.g. what do the students answer and how well are the intended purposes of the questions fulfilled). The results illustrate the strengths and weaknesses with the two examination forms. The results can be used as decision support when selecting examination form and, furthermore, to improve both forms to attain more comprehensive examinations, with respect to the specified learning outcomes.

关键词： examination introductory programming higher education computer science intended learning outcomes

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Is More Active Always Better for teaching Introductory Programming? 6

Is More Active Always Better for Teaching Introductory Progr...

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6th international conference on learning and teaching in computing and engineering (LaTiCE)

作者： Raj, Adalbert Gerald Soosai Patel, Jignesh M. Halverson, Richard Univ Wisconsin Madison Comp Sci & Educ Madison WI 53706 USA Univ Wisconsin Madison Dept Comp Sci Madison WI USA Univ Wisconsin Madison Dept Educ Leadership & Policy Anal Madison WI USA

ISBN: (纸本)9781538678978

Introduction to programming is usually taught using a wide range of instructional techniques. Some common techniques among them are mini-lectures, live-coding and in-class coding. Each of these three techniques require varying level of student activity. In this study, we taught programming to a group of students using these three techniques. We collected data in the form of a survey to understand the students' perceptions on these three instructional techniques. The results suggest that students like techniques that require a moderate level of student activity (e.g., live-coding) more when compared to techniques that require a great deal of student activity (e.g., in-class coding). We believe that our work has the potential to help instructors design their instructional techniques using a student-centric approach.

关键词： Active-learning live-coding mini-lectures in-class coding

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