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Autor/inn/en | Raza, Ali; Hasib, Maheen |
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Titel | Digital Transformation of Education Toward Successful Internships: A Methodology Developed Over Seven Years and Tested During COVID-19 |
Quelle | In: IEEE Transactions on Education, 66 (2023) 3, S.244-253 (10 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Raza, Ali) ORCID (Hasib, Maheen) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0018-9359 |
DOI | 10.1109/TE.2022.3221842 |
Schlagwörter | Educational Change; Distance Education; Equal Education; Internship Programs; COVID-19; Pandemics; Flipped Classroom; Teaching Methods; Student Projects; Active Learning; Metacognition; Design; Engineering Education; Educational Technology; Educational Benefits; Independent Study; Rote Learning; In Person Learning; Soft Skills; Instructional Effectiveness; Higher Education Bildungsreform; Distance study; Distance learning; Fernunterricht; Berufspraktische Ausbildung; Flipped classrooms; Flip teaching; Inverted teaching; Teaching method; Lehrmethode; Unterrichtsmethode; Schulprojekt; Aktives Lernen; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Ingenieurausbildung; Unterrichtsmedien; Bildungsertrag; Selbststudium; Mechanisches Lernen; Unterrichtserfolg; Hochschulbildung; Hochschulsystem; Hochschulwesen |
Abstract | Contribution: This article provides a teaching methodology which combines project-based learning, self-regulated learning (SRL), and design projects (DPs) to improve the preparedness of students for computing science-related internships. The methodology is supported by the implementation of the educational technology that transforms the way teaching and learning is transformed to benefit on-campus and off-campus students equitably, during the COVID-19 pandemic. Background: Success in the workspace is governed by the ability of an individual to learn on-the-job and independently. Online learning has led to a shift from instructor-led learning to SRL. This requires individuals to discipline themselves, and be in control of their learning and education. Outcome: The success of internships is improved with skills learnt in class through hands-on real-world projects. Both on/off-campus students gain equitable relevant experience. The teaching methodology developed over several years combines project-based learning, SRL, and DPs. Application Design: The methodology was applied using a flipped classroom approach. The educational technology was used to enhance SRL before in-class learning. This way, in-class rote learning was replaced with hands-on projects. Exam assessments were replaced with DPs where soft skills and technical skills are applied. Findings: The effectiveness of the developed methodology is measured through quantitative and qualitative evaluation tools. The evaluation demonstrates that combining well-designed education technology for SRL, with in-class project-based learning and DPs, can improve students' chances in getting high-impact internships. (As Provided). |
Anmerkungen | Institute of Electrical and Electronics Engineers, Inc. 445 Hoes Lane, Piscataway, NJ 08854. Tel: 732-981-0060; Web site: http://ieeexplore.ieee.org/xpl/RecentIssue.jsp?punumber=13 |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |