Digital Dissemination Platform of Transportation Engineering Education Materials Founded in Adoption Research

INE/AUTC 14.0

Space benefits: The secondary application of aerospace technology in other sectors of the economy

Benefit cases of aerospace technology utilization are presented for manufacturing, transportation, utilities, and health. General, organization, geographic, and field center indexes are included

Extended immersive learning environment: a hybrid remote/virtual laboratory

This paper presents a collaborative virtual learning environment, which includes technologies such as 3D virtual representations, learning and content management systems, remote experiments, and collaborative learning spaces, among others. It intends to facilitate the construction, management and sharing of knowledge among teachers and students, in a global perspective. The environment proposes the use of 3D social representations for accessing learning materials in a dynamic and interactive form, which is regarded to be closer to the physical reality experienced by teachers and students in a learning context. A first implementation of the proposed extended immersive learning environment, in the area of solid mechanics, is also described, including the access to theoretical contents and a remote experiment to determine the elastic modulus of a given object.These instructions give you basic guidelines for preparing camera-ready papers for conference proceedings. Use this document as a template if you are using Microsoft Word 6.0 or later. Otherwise, use this document as an instruction set. The electronic file of your paper will be formatted further. Define all symbols used in the abstract. Do not cite references in the abstract

Emerging Ways to Conquer Education Challenges in Times of COVID-19 and Their Influence on Students’ Academic Performance

Higher education has been faced with a particular set of challenges in response to COVID-19. To ensure continuous and quality education for students, our institution adopted two class attendance modes: 1) A traditional face-to-face (F2F) teaching mode and 2) A Hybrid teaching mode. In the Hybrid mode, half of the class meet online via videoconferencing software while the other half meet face-to-face. In this paper, we investigate both qualitatively and quantitatively student perceptions of course content and learning effectiveness when comparing the delivery modes. Through surveys and daily class comprehension quizzes, we were able to observe and compare performance as it correlates with class attendance mode. Quiz performance was specifically tracked to assess the impact of online versus F2F teaching. Surveys were implemented at the beginning and at the end of the semester to probe student perception and sentiment toward these course delivery modes in three dimensions; strengths, weaknesses, and grade expectations, using a questionnaire survey administered to (n ~250) students

A Quantitative Assessment and Comparison of Conceptual Learning in Online and Classroom-Instructed Anatomy and Physiology

Online and virtual technologies have allowed higher education institutions to expand educational opportunities to a broader range of students. The number of students enrolling in online courses is rapidly accelerating, and therefore performance-based evidence of the effectiveness and equivalence of such courses to enhance student learning is necessary, especially in lab-based science courses – where research is currently lacking. This study compared conceptual learning of online and on-campus students in a two-semester anatomy and physiology course sequence. Two terms of students (N=397) completed standardized pre-test and post-test assessments designed to assess content knowledge and conceptual learning based on change scores before and after the intervention. Descriptive statistics were calculated to provide information on the background and equivalency of the groups with respect to certain learner variables, and a multiple regression model was used to assess the influence of learner variables on the knowledge-based assessment outcomes. The analysis showed that GPA significantly predicted performance on the learning assessment for the online treatment group, and GPA and the number of employment hours significantly predicted performance on the learning assessment for the on-campus control group. An Analysis of Covariance was used to examine the effect of course modality on learning. Both online and on-campus participants significantly improved their performance on the post-test, and there were no significant differences in learning gains between the groups. The results of this study suggest, and support previous research regarding online learning, that both online and on-campus instructional modalities can achieve the same conceptual learning goals in anatomy and physiology. The results of this study can be used to inform the ways in which learning in online anatomy and physiology courses parallels that of its physical on-campus counterpart, and prompt further research in this area. One of the most salient consequences of the present findings is the potential implications for higher education institutions regarding research, support, and transfer of online courses in the natural sciences, and further exploration of the potentials of such courses to attract and retain students

AIChE Virtual Communities of Practice – Supporting Faculty during the COVID-19 Pandemic

In response to the COVID-19 pandemic, chemical engineering departments from around the world shifted their course offerings from in-person to online almost instantaneously. The AIChE Education Division immediately responded to this educational shift by developing five Virtual Communities of Practice (VCPs) that allowed faculty to share experiences and best practices as well as provide a network for emotional support. Community creation, methods and materials shared, and surveys related to the impact of this initiative will be discussed

Students’ Attitude to Online Emergency Remote Teaching (ERT) at Nikola Vaptsarov Naval Academy and Faculty of Maritime Studies Split during COVID-19 Crisis

COVID-19 pandemic has set new challenges to education systems in the Republic of Bulgaria and in the Republic of Croatia, particularly to higher education systems. In summer semester 2020/2021, emergency remote teaching (ERT) was imposed at Nikola Vaptsarov Naval Academy (NVNA) and at University of Split, Faculty of Maritime Studies (UoS FMS) under the circumstances of the COVID-19 pandemic. As researches related to the students’ satisfaction with learning in digital environment at the beginning of the COVID-19 crisis are very rare in Bulgaria and in Croatia, the aim of the paper is to analyse students’ attitude to the quality of three-month ERT in specialized compulsory navigation courses at NVNA and at UoS FMS. Anonymous survey on students’ attitude was conducted on 154 students majoring in Navigation at NVNA and 98 students majoring in Nautical Studies at UoS FMS. The study revealed that students were generally satisfied with the quality of ERT at NVNA and at UoS FMS. The students’ primary concerns regarding ERT (online/hybrid) in navigation courses included the quality of ERT, difficulties with technology, motivation, as well as time management. This useful information can help both lecturers and faculty managements to adapt their teaching strategies and provide adequate support to the students. MET institutions should support students to build skills and behaviours based on students’ concerns, but also to train and support lecturers to develop and deliver high-quality hybrid courses. Although the study has limited value, it could be used as a reference point for further studies and should encourage MET institutions, as well as maritime administrations, to give strong support to the implementation of hybrid courses in MET. This study could also inspire maritime administrations to conduct pilot projects on hybrid courses introduction in MET, in line with global trends in education and stakeholders’ growing demand for distance learning, without compromising quality of MET