Online Learning Facilities to Support Coding and Robotics Courses for Youth

Demertzi, Eleftheria; Voukelatos, Nikitas; Papagerasimou, Yannis; Drigas, Athanasios

doi:10.3991/ijep.v8i3.8044

Cited by 77 publications

(74 citation statements)

References 11 publications

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“…In the current study, some elements may have encouraged students to complete their tasks on time and accurately. This result is in line with research demonstrating students participate in learning activities [29]. Badges sent as feedback to students completing their tasks on time and correctly may have strengthened their behaviours.…”

Section: Students' Achievementsupporting

confidence: 89%

The Effects of the Gamified Flipped Classroom Method on Petroleum Engineering Students' Pre-class Online Behavioural Engagement and Achievement

Aşıksoy

Canbolat

2021

Int. J. Eng. Ped.

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The flipped learning is a widely-used teaching method that increases the interaction between the instructor and the students by changing the in-class instructional time and the out-of-class practices. In this method, if students come to the class without studying the pre-course materials, this might lead to failures in its application. Besides, the gamified flipped learning environment was obtained by integrating the gamification elements in the pre-class phase of the flipped learning. The effects of teaching in this environment on students’ online behaviors and achievements were investigated. The participants were fourth-year undergraduate petroleum and natural gas engineering students enrolled in a natural gas engineering course. A true-experimental design was used in the study. Data were collected from a natural gas concept test, weekly quizzes, and data logs from Moodle. The research results indicated that teaching in the gamified flipped learning method showed a significant increase in the students’ participation in the pre-class activities of the flipped learning compared to the control group. Moreover, there was a significant increase in the achievement levels of the experimental group as compared to the control group. Based on these findings, the use of gamification elements in the pre-class phase of the flipped learning method can have a positive effect on the pre-course online behavior engagements of students. Furthermore, it was determined that it has a positive effect on the achievements of students who completed the method.

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Section: Students' Achievementsupporting

confidence: 89%

The Effects of the Gamified Flipped Classroom Method on Petroleum Engineering Students' Pre-class Online Behavioural Engagement and Achievement

Aşıksoy

Canbolat

2021

Int. J. Eng. Ped.

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“…Also, the presence of women in computer programming jobs can help overcome gender bias which may lurk in the design of a particular technology. Moreover, women entrepreneurship must be supported by removing barriers to women's access to selfemployment, as well as by improving access to and quality of social protection measures [32][33][34][35].…”

Section: E Discussionmentioning

confidence: 99%

Women's Leadership via Digital Technology and Entrepreneurship in business and society

Karyotaki

Bakola

Drigas

et al. 2022

TSSJ

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Gender equality and digital development are inextricably linked. On the other hand digital skills are in increased demand due to the digital skill gap expanding. Most of the tech nation’s reports have shown that men still outweigh women by 3 to 1. This study aims to expound the relationship between digital technology and women’s leadership in business and society and try to clarify the reasons that women fall short of the demands of the digital sector as it is increasingly growing.

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“…There are "phenomena" on these surfaces that have a severe impact on the younger generations, and some of them are still working on such topics [25]. Winning some of these topics can also send career guidance messages to potential students who may not otherwise have the opportunity to study.…”

Section: Training and Career Guidancementioning

confidence: 99%

The Position of STEM Higher Education Courses in the Labor Market

Kersánszki

Nádai

2020

Int. J. Eng. Ped.

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Using the Hungarian Higher Education Enrollment and Student Statistics, we address the major higher educational challenges facing STEM education, not only in Hungary but also in the European Union. We include the lack of methodologies for a transition to upper secondary education, the low enrollment rate for STEM programs and the high drop-out rates in these programs for various countries, including the presence of 'fall objects'. Based on enrollment numbers, we capture the characteristics of STEM undergraduate and graduate courses and training institutions, highlighting the regional differences and the resulting individual interventions. Examining the statistical evidence behind STEM training, we conclude that Hungarian applicants for higher education do not have sufficient information concerning possible STEM career paths. The Labor market needs are not sufficiently reflected in curriculums and the development of basic competencies are not provided. The education is, therefore, typically, far from real-world workplace situations and problem-solving needs. This study points to a need to reinterpret STEM training, to ensure future supply, through training and career guidance, highlighting a more active involvement of women and disadvantaged groups in STEM courses.

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Online Learning Facilities to Support Coding and Robotics Courses for Youth

Cited by 77 publications

References 11 publications

The Effects of the Gamified Flipped Classroom Method on Petroleum Engineering Students' Pre-class Online Behavioural Engagement and Achievement

The Effects of the Gamified Flipped Classroom Method on Petroleum Engineering Students' Pre-class Online Behavioural Engagement and Achievement

Women's Leadership via Digital Technology and Entrepreneurship in business and society

The Position of STEM Higher Education Courses in the Labor Market

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