| 1. |
- Berndtsson, Mikael
(författare)
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Analyzing Course Configurations for Teaching Object-Oriented Modeling and Design
- 2005
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Ingår i: IEEE Transactions on Education. - : IEEE. - 0018-9359 .- 1557-9638. ; 48:2, s. 337-339
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Tidskriftsartikel (refereegranskat)abstract
- This paper presents and analyzes an object-oriented analysis and design course that has been given in three different configurations for students who are already familiar with object-oriented programming. The results show that the course configurations have not had a major impact on the students' performances.
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| 2. |
- Bernhard, Jonte, et al.
(författare)
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Practical Epistemic Cognition in a Design Project - Engineering Students Developing Epistemic Fluency
- 2019
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Ingår i: IEEE Transactions on Education. - : IEEE. - 0018-9359 .- 1557-9638. ; 62:3, s. 216-225
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Tidskriftsartikel (refereegranskat)abstract
- Contribution: This paper reports engineering students' practical epistemic cognition by studying their interactional work in situ. Studying "epistemologies in action'' the study breaks away from mainstream approaches that describe this in terms of beliefs or of stage theories.Background: In epistemology, knowledge is traditionally seen as "justified true belief'', neglecting knowledge related to action. Interest has increased in studying the epistemologies people use in situated action, and their development of epistemic fluency. How appropriate such approaches are in engineering and design education need further investigation.Research Questions: 1) How do students in the context of a design project use epistemic tools in their interactional work? and 2) What are the implications of the findings in terms of how students' cognitive and epistemological development could be conceptualized?Methodology: A collaborative group of six students were video recorded on the 14th day of a fifth-semester design project, as they were preparing for a formal critique session. The entire, almost 6 h, session was recorded by four video cameras mounted in the design studio, with an additional fifth body-mounted camera. The video data collected was analyzed using video ethnographic, conversation analysis, and embodied interaction analysis methods.Findings: The results show that the students use a wealth of bodily material resources as an integral and seamless part of their interactions as epistemic tools, in their joint production of understanding and imagining. The analysis also suggests that students' epistemological and cognitive development, individually and as a group, should be understood in terms of developing "epistemic fluency.''
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| 3. |
- Broman, David, 1977-, et al.
(författare)
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The Company Approach to Software Engineering Project Courses
- 2012
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Ingår i: IEEE Transactions on Education. - : Institute of Electrical and Electronics Engineers (IEEE). - 0018-9359 .- 1557-9638. ; 55:4, s. 445-452
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Tidskriftsartikel (refereegranskat)abstract
- Teaching larger software engineering project courses at the end of a computing curriculum is a way for students to learn some aspects of real-world jobs in industry. Such courses, often referred to as capstone courses, are effective for learning how to apply the skills they have acquired in, for example, design, test, and configuration management. However, these courses are typically performed in small teams, giving only a limited realistic perspective of problems faced when working in real companies. This paper describes an alternative approach to classic capstone projects, with the aim of being more realistic from an organizational, process, and communication perspective. This methodology, called the company approach, is described by intended learning outcomes, teaching/learning activities, and assessment tasks. The approach is implemented and evaluated in a larger Masters student course.
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| 4. |
- Garcia-Zubia, Javier, et al.
(författare)
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Empirical Analysis of the Use of the VISIR Remote Lab in Teaching Analog Electronics
- 2017
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Ingår i: IEEE Transactions on Education. - : IEEE-INST ELECTRICAL ELECTRONICS ENGINEERS INC. - 0018-9359 .- 1557-9638. ; 60:2, s. 149-156
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Tidskriftsartikel (refereegranskat)abstract
- Remote laboratories give students the opportunity of experimenting in STEM by using the Internet to control and measure an experimental setting. Remote laboratories are increasingly used in the classroom to complement, or substitute for, hands-on laboratories, so it is important to know its learning value. While many authors approach this question through qualitative analyses, this paper reports a replicated quantitative study that evaluates the teaching performance of one of these resources, the virtual instrument systems in reality (VISIR) remote laboratory. VISIR, described here, is the most popular remote laboratory for basic analog electronics. This paper hypothesizes that use of a remote laboratory has a positive effect on students' learning process. This report analyzes the effect of the use of VISIR in five different groups of students from two different academic years (2013-2014 and 2014-2015), with three teachers and at two educational levels. The empirical experience focuses on Ohm's Law. The results obtained are reported using a pretest and post-test design. The tests were carefully designed and analyzed, and their reliability and validity were assessed. The analysis of knowledge test question results shows that the post-test scores are higher that the pretest. The difference is significant according to Wilcoxon test (p < 0.001), and produces a Cohen effect size of 1.0. The VISIR remote laboratory's positive effect on students' learning processes indicates that remote laboratories can produce a positive effect in students' learning if an appropriate activity is used.
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| 5. |
- Gren, Lucas, 1984
(författare)
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A Flipped Classroom Approach to Teaching Empirical Software Engineering
- 2020
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Ingår i: IEEE Transactions on Education. - 0018-9359 .- 1557-9638. ; 63:3
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Tidskriftsartikel (refereegranskat)abstract
- Contribution: A flipped classroom approach to teaching empirical software engineering increases student learning by providing more time for active learning in class. Background: There is a need for longitudinal studies of the flipped classroom approach in general. Although a few cross-sectional studies show that a flipped classroom approach can increase student learning by providing more time for other in-class activities, such as active learning, such studies are also rare in the context of teaching software engineering. Intended Outcomes: To assess the usefulness of a flipped classroom approach in teaching software engineering. Application Design: The study was conducted at an international master's program in Sweden, given in English, and partially replicated at a university in Africa. Findings: The results suggest that students' academic success, as measured by their exam grades, can be improved by introducing a flipped classroom to teach software engineering topics, but this may not extend to their subjective liking of the material, as measured by student evaluations. Furthermore, the effect of the change in the teaching methodology was not replicated when changing the teaching team. IEEE
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| 6. |
- Hosseinzadeh, Nasser, et al.
(författare)
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Application of Project-Based Learning (PBL) to the Teaching of Electrical Power Systems Engineering
- 2012
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Ingår i: IEEE Transactions on Education. - 0018-9359 .- 1557-9638. ; 55:4, s. 495-501
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Tidskriftsartikel (refereegranskat)abstract
- Project-based learning (PBL), a learning environment in which projects drive learning, has been successfully used in various courses in the educational programs of different disciplines. However, concerns have been raised as to the breadth of the content covered and, in particular, whether PBL can be applied to specialized subjects without compromising the coverage of the required technical content. This paper discusses the advantages and drawbacks of using the PBL methodology in teaching specialized subjects in electrical power engineering, based on the authors' reflections and student feedback. The design and delivery of a PBL-based course in power system modeling and analysis is used as an example. It is asserted that proper usage of PBL makes it possible to deliver both technical content and generic professional skills in a specialized course.
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| 7. |
- Kunkeler, Thom, et al.
(författare)
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From Science to Computing : A Study of Capital Among Bioinformatics Students
- 2024
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Ingår i: IEEE Transactions on Education. - : Institute of Electrical and Electronics Engineers (IEEE). - 0018-9359 .- 1557-9638. ; 67:2, s. 202-208
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Tidskriftsartikel (refereegranskat)abstract
- Contribution: This article applies science capital research to computing education in order to understand why students engage with a programme involving computing, and what they aspire to get out of their education. Background: Capital is a concept which has been used in educational research to study inequality, aspiration and achievement. Previous work has looked at capital in science education, but misses out on discipline-specific capital. This article applies science capital research to the field of computing education, providing insight into students' views and dispositions of computing, their confidence and knowledge, and other factors which are important for understanding student engagement with the subject. Research Questions: How can science capital research be adapted to computing education? Further to this, what insights can be generated from such a methodology? Methodology: Inspired by the concept of science capital, a survey has been developed and tested among 29 bioinformatics students with a biology background. These students were selected since they recently switched to a programme involving computing, allowing them to reflect on their motivation, aspirations, and outcome expectations. Informed by the initial results, a follow-up interview was designed, and ten students participated. Findings: Science capital research proves useful for studying factors underlying participation in computing. Students in this study are driven by career opportunities, as well as positive beliefs and values when it comes to computing, while perceiving barriers such as low levels of computing confidence, and a gap between their skills and future careers. In addition, gender differences among survey results were observed (p= 0.002).
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| 8. |
- Lavesson, Niklas
(författare)
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Learning Machine Learning : A Case Study
- 2010
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Ingår i: IEEE Transactions on Education. - : IEEE press. - 0018-9359 .- 1557-9638. ; 53:4, s. 672-676
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Tidskriftsartikel (refereegranskat)abstract
- This correspondence reports on a case study conducted in the Master's-level Machine Learning (ML) course at Blekinge Institute of Technology, Sweden. The students participated in a self-assessment test and a diagnostic test of prerequisite subjects, and their results on these tests are correlated with their achievement of the course's learning objectives.
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| 9. |
- Lundquist, Christian, et al.
(författare)
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Insights from Implementing a System for Peer-Review
- 2013
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Ingår i: IEEE Transactions on Education. - 0018-9359 .- 1557-9638. ; 56:3, s. 261-267
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Tidskriftsartikel (refereegranskat)abstract
- Courses at the Master’s level in automatic control and signal processing cover mathematical theories and algorithms for control, estimation, and filtering. However, giving students practical experience in how to use these algorithms is also an important part of these courses. A goal is that the students should not only be able to understand and derive these algorithms, but also be able to apply them to real-life technical problems. The latter is achieved by assigning more time to the laboratory tutorials and designing them in such a way that the exercises are open for interpretation; an example of this would be giving the students more freedom to decide how to acquire the data needed to solve the given exercises.The students are asked to hand in a laboratory report in which they describe how they solved the exercises. This paper presents a double-blind peer-review process for laboratory reports, introduced at the Department of Electrical Engineering, Linköping University, Sweden. A survey was administered to students, and the results are summarized in this paper. Also discussed are the teachers’ experiences of peer review and of how students perform later in their education in writing their Master’s theses.
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| 10. |
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