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Publisher: WileySubject: engineering education

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Now showing 1 - 3 of 3
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    Article
    Citation - WoS: 5
    Citation - Scopus: 6
    On the Design and Effectiveness of Simulink-Based Educational Material for a Communication Systems Course
    (Wiley, 2020) Coruk, R. Busra; Yalcinkaya, Bengisu; Kara, Ali
    The methods used in engineering education have gained diversity in parallel with rapidly evolving technology. New technological methods along with the traditional methods have been adopted for undergraduate education. Today, Simulink-based educational materials are used in many fields in engineering education. However, in the literature, the contribution of such educational materials to the learning process has not been measured thoroughly. This study presents a comprehensive measurement method to improve the created course material and show the effectiveness of developed course material in students' success. First, educational material was developed for an undergraduate electrical engineering course: communication systems. A feedback group made up of diverse student learners was employed extensively in the material development phase. Next, the impact of the developed material on the success of the students was examined using both qualitative and quantitative measurement tools including questionnaires, one-to-one interviews, and class and university level anonymous surveys. This also included students' performance regarding laboratory quizzes and achievement of course learning outcomes. Overall, the measurement results show that the course material increased students' success in the course. Moreover, students' general perception of the course material was positive.
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    Article
    Citation - WoS: 14
    Citation - Scopus: 14
    How Can We Get Benefits of Computer-Based Testing in Engineering Education?
    (Wiley, 2013) Cagiltay, Nergiz; Yaman, Seniz-Ozalp
    Using computers for assessment can provide several benefits for educators and test-takers. However, in the literature, there is no consensus on the equivalence of paper-and-pencil (P&P) and computer-based test (CBT) environments. Additionally, these studies fail to address the engineering domain. Our main assumption is that, if we could define the confounding factors to satisfy that these two versions of the tests provide equivalent results, then especially in the first year courses of the engineering education programs, we could get several benefits of the CBT environments. Accordingly, in this study, students' performance on different test modes was evaluated on 209 first year engineering students of a chemistry course. The results of this study showed that there is no significant performance difference between P&P and CBT. By comparing results with the previous studies, this study concludes that personal characteristics of test takers, the features of CBT systems, and the test content are all possible confounding factors when comparing test modes and need to be considered by the implementers. The results of this study show that once these factors are controlled, students' performance on CBTs and P&P tests in chemistry courses will not vary. This finding is encouraging the educators to get benefits of CBTs without any affect on students' performance. (c) 2010 Wiley Periodicals, Inc. Comput Appl Eng Educ 21: 287293, 2013; View this article online at wileyonlinelibrary.com/journal/cae; DOI 10.1002/cae.20470
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    Article
    Citation - WoS: 12
    Citation - Scopus: 20
    Algorithm for Adaptive Learning Process and Improving Learners' Skills in Java Programming Language
    (Wiley, 2018) Gavrilovic, Nebojsa; Arsic, Aleksandra; Domazet, Dragan; Mishra, Alok
    Adaptive approaches within distance learning systems enable adapting teaching process to the needs of each learner during the learning process. This paper presents an algorithm for creating an adaptive learning process that provides knowledge and skills improvement for learners in the Java programming language. Also, it presents the application of the tool that checks the learner's knowledge through solving practical tasks from the Java programming language. The adaptive learning process in this work leads the learner through teaching materials and practical tasks where the acquired knowledge is required to be applied. Also, the algorithm, based on the measurement of knowledge and time spent on a particular part of the learning process with detailed feedback and the demonstration of observed deficiencies, directs the learner to teaching materials that allow improving the demonstrated knowledge. Teaching materials are conceived as learning objects and, as such, allow for the application of adaptive approach. An analysis of the effectiveness of the algorithm and tool for practical knowledge testing from the Java programming language was done with a test group of learners who gave their opinions and grades.