The Challenges of the Digital Transformation in Education

Carvalho, Daniel de; Lee, Jooyoung; Khan, Adil; Mazzara, Manuel; Khazeev, Mansur; Mustafin, Ruslan; Naumchev, Alexander; Rivera, Victor M.

doi:10.1007/978-3-030-11935-5

Cited by 16 publications

(2 citation statements)

References 4 publications

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“…The state of the art of distance education in universities Experiences recently reported in the literature show that interaction between students and teachers, as well as between students themselves, is more important in a virtual format than in a face-to-face format [23,[26][27][28]. The authors further explain that the main reason for this difference, in terms of successful learning and teaching, is that students may feel less shy about asking questions when they are separated by the barrier of a computer tool.…”

Section: 1mentioning

confidence: 99%

Remote Knowledge Acquisition and Assessment During the COVID-19 Pandemic

2020

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On 16 March 2020, as a result of the unprecedented global health crisis linked to the emergence of a new form of coronavirus (COVID-19), the 74 universities of France closed their doors, forcing nearly 1.6 million students, as well as their teachers, to find solutions and initiatives that could ensure continuity in teaching. In the reliance on videoconferencing tools, chat, the sharing of documents/tutorials/videos/podcasts, and the use of social networks, many ideas have emerged, but no consensus has developed nor has a common way of doing things been adopted by a majority of teachers. Some software tools, such as Zoom, have also been questioned over data security issues or excessive intrusion into the student learning process. Nevertheless, in these uncertain times, much had to be done so that students can acquire the requisite knowledge, develop skills, and build on what they have learned. How can we ensure that the learning process is as smooth as possible for everyone involved? How can we evaluate knowledge and skills learned at a distance, and their relevance? Four groups of electronic and electrical engineering students in France were monitored during the containment period in order to provide answers to these questions. Lectures, tutorials, practical work, and projects were carried out using the Microsoft Teams and Zoom video conferencing and chat tools to complement activities made available through the digital work environment. In order to ensure equity among all students, especially in view of the digital divide, open access tools/software/applications have been promoted. In the various surveys completed, the engineering students asserted their complete satisfaction with the learning process, the use of distance tools, and the level of mastery of these tools by their teachers. The results of the various knowledge tests show that, for the same course, distance learning does not reduce the performance of the engineering students. Indeed, they obtained local grades similar to those expected in face-to-face teaching. The results presented in this article are not intended to highlight the virtues of distance education, but rather to open up a debate and reflect more widely on the sustainability of this transformation of education in universities.

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Section: 1mentioning

confidence: 99%

Remote Knowledge Acquisition and Assessment During the COVID-19 Pandemic

2020

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“…Some of the titles observed are: "Cyber and Internet Module Using Python in Junior-High School, " "Children's Reflection-in-Action During Collaborative Design-Based Learning, " "Internet Addiction and Anxiety Among Greek Adolescents: An Online Survey, " "Intelligent Robotics in High School: An Educational Paradigm for the Industry 4.0 Era, " "Design and Use of Digitally Controlled Electric Motors for Purpose of Engineering Education, " among others. It should be noted that, from the observed titles, didactic teaching strategies do not appear and neither are observed validations of tests to measure learning (Auer and Tsiatsos, 2019).…”

Section: Discussion Global Context Of Computer Programming Educationmentioning

confidence: 96%

Teaching computer programming: impact of Brown and Wilson's didactical principles

Belmar

2023

Front. Comput. Sci.

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This research studies the effects of the application of didactics to the teaching of computer programming, focusing on programming skills in the Python computer language. The problem arises from the failure and dropout rates of students in computer programming in computer science careers in INACAP and the consequent interest in promoting better learning. The general objective is to study the effects of an innovative methodology, based on Brown and Wilson's didactic principles, on the teaching process of Python programming in computer science students at INACAP. The theoretical framework is based on the didactics of teaching computer programming and the concepts of computational thinking skills of various theoretical references, and in particular on the didactic principles of Brown and Wilson. This research is carried out with a quantitative methodology of explanatory scope and with a quasi-experimental design, with a purposive sample, for the experimental stage the sample will consist of 100 first year undergraduate students of Computer Science, of which 50 will be the experimental group and 50 will be the control group. The hypothesis proposed is that “The students in the experimental group obtain a higher performance when applying Brown and Wilson's didactic principles than the students in the control group who are taught in a traditional way.” The data collection technique used will be a 45-question multiple-choice test. The data analysis will be performed by applying statistical criteria, comparison of means and variances, among others.

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Experiences from a Pilot Project to Efficiently Add Subtitles to an Open Source Lecture Recording Environment

Rehatschek

Moriz

2021

Educating Engineers for Future Industrial Revolutions

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The Challenges of the Digital Transformation in Education

Cited by 16 publications

References 4 publications

Remote Knowledge Acquisition and Assessment During the COVID-19 Pandemic

Remote Knowledge Acquisition and Assessment During the COVID-19 Pandemic

Teaching computer programming: impact of Brown and Wilson's didactical principles

Experiences from a Pilot Project to Efficiently Add Subtitles to an Open Source Lecture Recording Environment

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