Analysis of Engineering Students' Academic Satisfaction in a Culturally Diverse University

Hysai, Ajrina; Elkhouly, Abeer; Qureshi, Ayesha Wasim; Abdulaziz, Nidhal

doi:10.1109/tale.2018.8615206

Cited by 13 publications

(1 citation statement)

References 15 publications

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“…Active learning is seen as a well-suited solution to many challenges related to development of critical thinking, participation in group work and most importantly to the designing of authentic assessments that aim for creation and submission of reliable and a high standard work from students individually, in pairs or in groups. According to Settles and Craven ( 2008 ) and Hysaj et al ( 2018 ) higher education utilizes multiple corpora that aim creation and utilization of novel procedures to demonstrate and analyze strategies of development of active learning; while addressing the importance of critical thinking and recognizing the limitations of the learning outcomes, curriculum design or the assessment tasks.…”

Section: Introductionmentioning

confidence: 99%

‘e’-thinking teaching and assessment to uphold academic integrity: lessons learned from emergency distance learning

et al. 2021

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Covid-19 pandemic had an impact on many day-to-day activities but one of the biggest collateral impacts was felt by the education sector. The nature and the complexity of higher education is such that no matter how prepared we are as faculty, how planned our teaching and assessments, faculty are all too aware of the adjustments that have to be made to course plans, assessments designed, content delivery strategies and so on once classes begin. Faculties find themselves changing, modifying and deviating from original plans to ensure accessibility and inclusiveness, this may be due to a variety of reasons such as student abilities, behaviour, disturbances and even outside factors that may be political, environmental, social etc. Majority of the time, faculty are prepared for the change that needs to be incorporated and are quick to adjust. However, no one expected the disruption to education that was caused by COVID19 pandemic. The world came to a standstill while schools and universities scrambled to push learning to the digital space. It was important to try to ensure continuity of learning for students, but the issue of integrity came to the forefront by summertime. Faculties were suddenly expected to restructure their lessons, delivery, teaching and assessing digitally, at the same time ensuring and upholding integrity of the concepts taught and assessed. This has neither been easy or straightforward because the situation was unprecedented with little or no prior documentation or guidelines to help. Recognising this gap, this paper is an attempt at providing exploratory findings from authors’ experiences in their respective institutions over the ensuing months. The paper attempts to record the changes made by the faculty and colleagues to lessons and assessments with particular focus on how technology has been used to help restructure classes, deliver lessons and assess students which have aided in minimizing the likelihood of students cheating. The paper further narrates the reflective changes that were made in response to experience, student/external examiners feedback etc.

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Section: Introductionmentioning

confidence: 99%