Technology and Tools in Engineering Education: Research and Innovations

Description

This book explores the innovative and research methods of the teaching-learning process in Engineering field. It focuses on the use of technology in the field of education. It also provides a platform to academicians and educationalists to share their ideas and best practices. The book includes specific pedagogy used in engineering education. It offers case studies and classroom practices which also include those used in distance mode and during the COVID-19 pandemic. It provides comparisons of national and international accreditation bodies, directions on cost-effective technology, and it discusses advanced technologies such as VR and augmented reality used in education. This book is intended for research scholars who are pursuing their masters and doctoral studies in the engineering education field as well as teachers who teach undergraduate and postgraduate courses to engineering students. Cover Half Title Title Page Copyright Page Dedication Table of Contents Preface Acknowledgements Editors Contributors Chapter 1: Virtual Experimentation: An Advanced Tool for Educational Technology 1.1 Introduction 1.2 Role of Virtual Laboratory in Education 1.3 Teaching Aspects 1.4 Learning Aspects 1.5 Pedagogy 1.6 Misconceptions in Learning 1.7 Role of Content Developer 1.7.1 Pedagogy and Bloom’s Taxonomy 1.7.2 Technical Skills 1.7.3 Insight of the Subject/Experiment 1.7.4 Creativity 1.7.5 Plagiarism 1.8 Types of Virtual Laboratory 1.8.1 Simulation-Based Laboratory 1.8.2 Remotely Triggered Laboratory 1.9 Gamification in Virtual Laboratory 1.9.1 Direct Elements of Gamification 1.9.1.1 Narrative Elements 1.9.1.2 User Profile 1.9.1.3 Tasks 1.9.1.4 Stars/Ratings 1.9.1.5 Levels and Badges 1.9.1.6 Ranking Lists 1.9.2 Indirect Elements of Gamification 1.10 Programming in Virtual Laboratory 1.10.1 Flash Coding 1.10.2 Client-Side Coding 1.10.3 Server-Side Coding 1.11 Developing Virtual Laboratory in a Theoretical Framework 1.12 Virtual Laboratory for Unconventional Laboratory Setup 1.13 Conclusion References Chapter 2: Classroom Practices: Issues, Challenges, and Solutions 2.1 Introduction 2.2 Challenges and Issues 2.3 Active Learning 2.4 Learner-Centric Classroom Teaching 2.5 Literature Review 2.6 21st-Century Competencies 2.7 Smart Classroom Practices 2.7.1 Google Classroom 2.7.2 Flipped Classroom 2.7.3 Think-Pair-Share (TPS) 2.8 Conclusion Bibliography Chapter 3: Leveraging Information and Communication Technology for Higher Education amidst the COVID-19 Pandemic 3.1 Introduction 3.2 Overview 3.3 Indian Context 3.4 The Rationale 3.5 Integration of ICT in Higher Education 3.6 The Challenges 3.6.1 Challenges for Students 3.6.2 Challenges for Faculty 3.7 Contributions of the Study 3.8 Conclusion List of Abbreviations References Chapter 4: Investigating Academic Transition during the COVID-19 Pandemic: The Case of an Indian Private University 4.1 Introduction 4.1.1 The New Trends of Education Systems 4.1.1.1 Online Learning 4.1.1.2 Comprehensive and Digital Online Assessments 4.1.1.3 Personalized Education 4.1.1.4 Revolution in Exam Management 4.1.2 Corona Virus Impact on Learners 4.1.3 COVID-19 and Online Teaching in HE Instructional Strategies for Future 4.1.3.1 Making Emergency Plans for Unexpected Hurdles in Education 4.1.3.2 Divide the Study Material to Smaller Units 4.1.3.3 Face-to-Face Interaction in Online Classes 4.1.3.4 Ensure Coordination with Faculties and Gain Full Online Support From Them 4.1.3.5 Generate Effective Learning Ability Outside the Online Class 4.2 Research Problem 4.3 Literature Review 4.3.1 Impact of COVID-19 in India 4.3.2 Challenges Faced by Universities Across the Globe 4.3.3 Post COVID-19 Scenario 4.4 Research Methodology 4.5 Analysis of Results 4.6 Conclusion Bibliography Chapter 5: Adaptability of Computer-Based Assessment Among Engineering Students at Higher Educational Institutions 5.1 Brief History of Computer-Based Assessment 5.2 Assessment Approaches 5.3 Integration of Technology in Assessment 5.4 Compliance of Computer-Based Assessment 5.5 21st-Century Teaching and Assessment Practices 5.6 Online Learning and Assessment 5.7 Advantages of Computer-Based Assessment 5.8 Students’ Perceptions on Computer-Based Assessment 5.9 Relationship Between Student Assessment Method and E-Learning Satisfaction 5.10 Effects of CBA on Students’ Performance 5.11 Conclusion References Chapter 6: Integration of Digital Technologies for Constructing Influential Learning during the COVID-19 Pandemic in Pakistan 6.1 Introduction 6.2 ICT Is A Means of Constructing Influential Learning 6.3 Influence of ICT Incorporation in Education 6.4 Adaptability of ICTs Among Teachers 6.5 Classification of ICTs in Education 6.5.1 E-Learning 6.5.2 Blended Learning 6.5.3 Distance Learning 6.6 Global Transmission of COVID-19 6.7 COVID-19 in Pakistan 6.8 Teaching and Learning Experiences Using ICT in Education During COVID-19 in Pakistan 6.9 Conclusion References Chapter 7: Applications of ICT: Pathway to Outcome-Based Education in Engineering and Technology Curriculum 7.1 Introduction 7.2 Role of ICT in Engineering Education 7.2.1 Hardware 7.2.2 Software 7.2.3 Transactions 7.2.4 Communication Technology 7.2.5 Data 7.2.6 Internet Access 7.2.7 Cloud Computing 7.3 Outcome-Based Education 7.4 ICT Tools for Augmenting OBE 7.4.1 Learning Management System 7.4.1.1 LMS Administration 7.4.1.2 Content Creation and Delivery 7.4.1.3 Assessment Tools 7.4.1.4 Communication Tools 7.4.1.5 Learning Analytics 7.4.1.6 Customization 7.4.1.7 Integration 7.4.2 New Developments in LMSs Inclined Toward Augmentation of OBE 7.5 ICT’s Use in Engineering Education 7.5.1 Role of Community Building and Student Participation 7.6 Challenges Faced by Teachers and Students in the Existing System 7.7 Human–Computer Interactions (HCI) 7.7.1 Technology Acceptance Among the Teaching–Learning Community 7.7.2 Role of HCI in Assisting OBE 7.7.3 Intelligent Tutor Systems and Latest Developments for Assisting OBE 7.7.4 AI’s Integration in Teaching–Learning Processes and Assessment 7.8 Conclusion References Chapter 8: Academic Workers’ Behaviors Toward Scientific Crowdsourcing: A Systematic Literature Review 8.1 Introduction 8.2 Theoretical Background 8.2.1 Crowdsourcing 8.2.2 Scientific Crowdsourcing 8.2.3 Techniques for Scientific Crowdsourcing 8.3 Methodology 8.3.1 Search Strategy 8.3.2 Identification of Sources 8.4 Findings 8.4.1 Attitudes of Academic Workers’ Behaviors Toward Scientific Crowdsourcing 8.4.2 Subjective Norms of Academic Workers’ Behaviors Toward Scientific Crowdsourcing 8.4.3 Perceived Behavioral Control of Academic Workers’ Behaviors Toward Scientific Crowdsourcing 8.5 Discussion and Future Research Directions Acknowledgment References Chapter 9: Tools and Technology Assisting Accreditation in Engineering Education 9.1 Introduction 9.2 Mechanism of Accreditation 9.3 Accords and Agreements Pertaining to Educational Accreditation 9.3.1 The Washington Accord 9.3.2 The Bologna Process 9.4 Indian Context of Assessment and Accreditation 9.5 Factors Determining Quality in Higher Education 9.5.1 Academic Standard 9.5.2 Industry Connections 9.5.3 Organization Structure and Practices 9.5.4 Research and Consultancy 9.5.5 Accreditation 9.5.6 Placements 9.5.7 Abiding by Regulatory Bodies 9.5.8 Financial Resources 9.5.9 Leadership 9.5.10 Co-Curricular Activities 9.6 Tools Utilized for Accreditation and Evaluation 9.7 Case Studies 9.8 Conclusion References Chapter 10: 4QS Predictive Model Based on Machine Learning for Continuous Student Learning Assessment 10.1 Introduction 10.2 Models for Student Learning Assessment 10.3 Role of Machine Learning in Prediction 10.4 4QS Predictive Model 10.5 4QS Model for Improving Learning Education 10.6 Discussion and Result 10.6.1 Discussion 10.6.2 Test Conduction on Some Sample Dataset 10.6.3 Results 10.6.4 Identifying Students’ Level of Understanding 10.6.5 Findings from the Test 10.7 Conclusion References Index