Authentic Knowledge, Learning Outcomes, and Professional Identity: A Mixed-Methods Study of a Successful Engineering Course

Interiano, Claudia G.; Tkacik, Peter T.; Dahlberg, Jerry; Lim, Jae Hoon

doi:10.1109/fie.2018.8659152

Cited by 4 publications

(3 citation statements)

References 10 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Table 1 are present the four types of intelligence are further analyzed based on the characteristics of learning content [20], [21], by identifying the appropriate adaptations to the question material to see the characteristics that can be identified as a type of question into the characteristics of compound intelligence as follows: The classification model was developed as a classifier to detect the type of compound intelligence in the question script. The corpus dataset used is a form of written test questions that will be labeled on each question.…”

Section: B Data Understandingmentioning

confidence: 99%

Design of Personalization Exam Classification Model Based on Imbalanced Class

Sri Anita,

Rachmat,

Mahadany

2024

JSC

View full text Add to dashboard Cite

Currently, personalized learning has become a necessity in the learning process. Research and implementation of personalization in the planning phases and implementation phases of learning have been extensively studied. However, that research has not yet reached the application stage in the learning assessment phase. Providing homogeneous examination material to each student has not considered the characteristics of learners. Even though the achievements from the assessment phase will provide a measure of the quality of the learning process as a whole. This research has analyzed the individual characteristics model, which is derived as a benchmark for identification of the information and characteristics of the test material, which is then formulated into a classification model based on supervised learning. This study identified text dataset questions and labeled unbalanced multi-classes. This presents a challenge to carry out experiments to find the most optimal data training strategy, the results provide optimal strategy combination results Logic: ENS, Verbal: ENS, Visual: CW+RES+ENS, Natural: CW+RES+ENS. Accuracy measurement results Logic (SVM): 0.85, Verbal (LR) 0.87, Visual (LR) : 0.93, Natural (NN) 0.93.

show abstract

Section: B Data Understandingmentioning

confidence: 99%

Design of Personalization Exam Classification Model Based on Imbalanced Class

Sri Anita,

Rachmat,

Mahadany

2024

JSC

View full text Add to dashboard Cite

show abstract

“…Although, there have been different studies on authentic teaching and learning outcomes. For instance, Interiano, Tkacik, Dahlberg and Lim (2018) conducted a research on authentic knowledge, learning outcomes, and professional identity: a mixed-methods study of a successful engineering course while Güneş, Arıkan, Adnan, and Çetin (2020) research focused on analyzing the effect of authentic learning activities on achievement in social studies and attitudes towards geographic information system. However, more research is required in the area of authentic teaching and learning outcomes measured in these four forms of subject/content knowledge, knowledge of reallife situation, participatory group strategies, and communication with real world audience in the universities' based adult education programs.…”

Section: Statement Of the Problemmentioning

confidence: 99%

Authentic Teaching Strategy and Learning Outcomes of Undergraduate Adult Education Students in a Public University in Ogun State, Nigeria

ADENIYI

2022

HUM

View full text Add to dashboard Cite

Poor teaching strategies has been linked to poor learning outcomes of undergraduate adult education programs and poor-quality graduates forthe Nigerian society. Therefore, this study examined the relationship between authentic teaching strategy and learning outcomes of undergraduateadult education students in a public university in Nigeria. Using descriptive survey design, one hundred and twenty participants were selectedusing purposive and simple random sampling methods. A modified ‘‘Authentic Teaching and Learning Outcomes of Adult Education Questionnaire’’(ATLOAEQ) with Cronbach Alpha test of internal consistency of 0.86 was administered for data collection. Data were analyzed using descriptivestatistics including frequency counts, percentages and inferential statistics i.e., multiple correlation matrix at 0.05 level of significance. Correlationanalysis showed that authentic teaching strategy has significant positive relationship with subject/content knowledge (r.872), knowledge of real-lifesituation (r.998), participatory group strategy (r. 988), communication skills for real world audience (r.975). Based on this, all the three null hypothesestested at 0.05 level of significant were rejected. It is recommended that the Nigeria government and international donor agencies should direct morefunds towards the improvement in university undergraduate adult education teaching, learning outcomes and service delivery for better curriculumimplementation.Keywords: Authentic, Teaching, Learning, Outcomes, Adult Education

show abstract

“…[34]. For empirical research, existing studies have used methods such as regression analysis and random forest to verify the relationships between authentic engineering learning and student engagement [35], professional identity or learning interest [36] , student-perceived learning outcomes [37], reasonable assumptions and problem-solving abilities [32], engineering learning self-efficacy [38] and so on.…”

Section: Authentic Learning Frameworkmentioning

confidence: 99%

Measuring the Authenticity of Engineering Learning in Community of Practice: An Instrument Development and Validation

Zhang,

Wang,

王

2023 ASEE Annual Conference &Amp; Exposition Proceedings

View full text Add to dashboard Cite

Authentic engineering learning means that students learn in authentic environments with rich, real-world, immersive, and engaging tasks, which was regarded as an effective way to align engineering concepts and principles with ill-structured and complex workplace engineering problems. The purpose of this research paper is to describe the development and validation process of instruments to measure the authenticity of engineering learning. In the qualitative research stage, a thorough literature review about authentic engineering learning and qualitative interviews in some different engineering communities of practice were performed to collect and form a total of 26 original items, followed by discussions with professional engineers and engineering students were organized to clarify the statement of every item. In the quantitative research stage, exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) based on the data we gathered from engineering universities or other institutions in China were conducted to explore the factor structure of authenticity in engineering learning. The results of factor analysis indicated that the instrument we developed had acceptable internal consistency (Cronbach's alpha) and could extract three sub-constructs: context authenticity, task authenticity, and impact authenticity. This study provided a new measure for engineering education researchers to deeply explore the construct of effective engineering learning environments.

show abstract

Authentic Knowledge, Learning Outcomes, and Professional Identity: A Mixed-Methods Study of a Successful Engineering Course

Cited by 4 publications

References 10 publications

Design of Personalization Exam Classification Model Based on Imbalanced Class

Design of Personalization Exam Classification Model Based on Imbalanced Class

Authentic Teaching Strategy and Learning Outcomes of Undergraduate Adult Education Students in a Public University in Ogun State, Nigeria

Measuring the Authenticity of Engineering Learning in Community of Practice: An Instrument Development and Validation

Contact Info

Product

Resources

About