Learning theories and assessment methodologies – an engineering educational perspective

Hassan, Osama

doi:10.1080/03043797.2011.591486

Cited by 77 publications

(53 citation statements)

References 11 publications

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“…Educational methodologies based only on lectures, as in Science, Technology, Engineering, Mathematics, and Computer science (STEM-C) university programs, assure an effective theoretical background [8]. Unfortunately, they do not address the practical implementation oriented aspect of the standardization processes [9,10].…”

Section: Methodsmentioning

confidence: 99%

Challenges for Teaching Wireless Communications Standards at the Graduate Level

Pierucci

2019

Education Sciences

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Telecom operators and companies ask for graduates with a specific education on the standards of the Institute of Electrical and Electronic Engineers (IEEE) or the 3rd Generation Partnership Project (3GPP), and the University curricula must consider these needs. The standards are written in a technical form, in a language understandable only by experts, and the technical details and algorithms are not often outlined. Therefore, a new educational methodology must be applied because the teachers have to bridge the gap between the basic knowledge (and the poor technical language) of students and the technical specifics of the standards. The paper presents a structured methodology to provide innovative teaching of the wireless standards for the Engineering Master’s degree, according to the Conceive, Design, Implement, and Operate (CDIO) initiative and project based learning. The methodology is organized in three learning phases to understand the standardization process and improve students’ skills to implement standard compliant communications systems. This challenge can be only won with laboratory activities to assist students in understanding wireless standards and with hands-on experiences during the internship period at telecom operators with the vision of a close cooperation between universities and telecom operators. Only in this way can the students achieve a solid background in designing and developing prototypes compliant with wireless communications standards and working skills for their future professional engineering careers. The effectiveness of the adopted educational methodology to provide innovative learning of wireless standards is evaluated by questionnaires filled in online by students and by the achieved skills implemented as confirmed by telecom operators. In this vision, the paper provides decision support to leaders in educational organizations to teach wireless standards effectively.

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Section: Methodsmentioning

confidence: 99%

Challenges for Teaching Wireless Communications Standards at the Graduate Level

Pierucci

2019

Education Sciences

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“…Learning is the cognitive process of acquiring skills or knowledge. Assessment is an important part of this learning process as it measures the student's performance and thereby prepares the student for further learning (Hassan, 2011). This preparation is even more important in the accounting field, where knowledge often builds on prior knowledge.…”

Section: The Role Of Assessment In Learningmentioning

confidence: 99%

Assessment in accounting education

Rooyen¹

2020

South African Accounting Education Stocktake

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The literature on accounting education does not refer to assessment often enough. According to Curtis (2011), literature reviews on accounting education for the period 1999-2009 only addressed assessment in 48 out of more than 1 100 papers. Research on assessment methods in accounting education tends to focus on aspects such as group assessment, online assessments, peer assessment and the reactions of students to these assessment methods (Healy, McCutcheon & Doran, 2014). There is a clear need for more and broader assessment research in accounting education.

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“…Numerosas investigaciones indican que los sistemas de evaluación implementados por los docentes influyen en el proceso de aprendizaje de los estudiantes (Biggs, 2011;Brown, 2003;Hassan, 2011). En estas investigaciones se ha encontrado que la evaluación incide en las estrategias de aprendizaje que los alumnos despliegan y en los contenidos que aprenden.…”

Section: Introductionunclassified

Descubriendo el enfoque formativo de la evaluación en un Curso de Matemáticas para estudiantes de Bioingeniería

Carrere

Miyara

Ravera

et al. 2017

REDU

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ResumenEste trabajo describe cómo la evaluación formativa fue introducida en un curso de matemáticas para futuros bioingenieros. Este cambio se desarrolló en el contexto de una indagación enmarcada en los principios metodológicos de una Investigación Acción Participativa. Como resultado de la indagación el sistema tradicional de evaluación basado en exámenes parciales, evaluaciones finales y trabajos de laboratorio fue reemplazado AbstractThis paper describes how formative assessment was introduced into a bioengineering mathematics course. This change was carried out within a Participatory Action Research project and involved a shift from an assessment system based on midterm tests, final exams and laboratory assignments to a new system which emphasizes debate, feedback and student participation. In this new assessment approach the students

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Learning theories and assessment methodologies – an engineering educational perspective

Cited by 77 publications

References 11 publications

Challenges for Teaching Wireless Communications Standards at the Graduate Level

Challenges for Teaching Wireless Communications Standards at the Graduate Level

Assessment in accounting education

Descubriendo el enfoque formativo de la evaluación en un Curso de Matemáticas para estudiantes de Bioingeniería

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