i-manager Publications

i-manager's Journal of Educational Technology (JET)

Current Issue Vol. 21 Issue 2

Preventing Teacher and Counselor Burnout: Self-Care in Training Programs
A Study of Intervention Math Labs and STAAR Math Growth Scores in a South Texas Rural Middle School
Turkish EFL Teachers' Perceptions of their Pedagogical Digital Competence in an EFL Setting
Brief Report: Targeting the Social Communication Skills of an Autistic Adolescent with a Co-Occurring ADHD Diagnosis using Two Formats of a Social Story
The Effectiveness of GeoGebra Assisted Learning on Students' Mathematical Representation: A Meta-Analysis Study

Most Cited

Volume 14 Issue 2 July - September 2017

Article

Establishing Positive Culture and Climate in the Online Classroom: Pathways for Instructors

Gina Cicco*

Professor, Counselor Education, St. John's University, New York, USA

Cicco, G. (2017). Establishing Positive Culture and Climate in the Online Classroom: Pathways for Instructors. i-manager’s Journal of Educational Technology, 14(2), 1-5. https://doi.org/10.26634/jet.14.2.13713

Abstract

This article will discuss the importance of conscientious and purposeful establishment of positive culture and climate within online courses, particularly those offered within higher education and graduate programs. School culture and climate have been linked to student and faculty performance, satisfaction, efficacy, and overall learning and teaching experiences (Cicco, 2015; Gruenert and Whitaker, 2015). The online course instructor plays a key role in laying a strong foundation for the formation of positive relationships, effective instructional strategies, fair assessment practices, and consistent communication patterns within the virtual classroom, ultimately impacting the development of both culture and climate. Students' feelings of safety and trust in their ability to seek and receive help in difficult situations have also been tied to culture and climate (Cicco, 2015; Negis-Isik and Gursel, 2013). While organizational culture and climate are valuable indicators of academic success, these constructs are also evident and measurable within an individual classroom, whether offered in face-to-face, hybrid, or fully online format. This article will discuss culture and climate within the context of the online classroom. Pathways for creating optimal faculty-student relationships, healthy, and consistent student engagement and interaction, and developing best practices for online courses will be addressed with the aim of assisting instructors in the effort to establish positive culture and climate.

References

[1]. Cicco, G. (2014). Building effective supervisory relationships in the online counseling course: Faculty and student responsibilities. i-manager's Journal on School Educational Technology, 10(2), 1-8.

[2]. Cicco, G. (2015). Virtual learning and instructional tools: Perfecting the weekly roadmap. i-manager's Journal of Educational Technology, 12(2), 1-6.

[3]. Cicco, G. (2016). Reflecting on online course evaluations: Five must do's for faculty and students. imanager's Journal on School Educational Technology, 12(1), 1-7.

[4]. Deal, T. E., & Peterson, K. D. (2009). Shaping School Culture: Pitfalls, Paradoxes, & Promises (2^nd ed.). San Francisco, CA: Jossey-Bass.

[5]. Grady, J. R. (2013). Improving student satisfaction with large-scale, compressed timeline online courses. Quarterly Review of Distance Education, 14(4), 195-208.

[6]. Gruenert, S., & Whitaker, T. (2015). School Culture Rewired: How to Define, Assess, and Transform it. Alexandria, VA: ASCD.

[7]. Haberstroh, S. (2010). College counselors' use of informal language online: Student perceptions of expertness, trustworthiness, and attractiveness. Cyber Psychology, Behavior, and Social Networking, 13(4), 455- 459.

[8]. Kampwirth, T. J., & Powers, K. M. (2016). Collaborative Consultation in the Schools: Effective Practices for Students with Learning and Behavior Problems (5^th ed.). New York: Pearson.

[9]. LaBarbera, R. (2013). The relationship between students' perceived sense of connectedness to the instructor and satisfaction in online courses. Quarterly Review of Distance Education, 14(4), 209-220.

[10]. Lindgren, R., & McDaniel, R. (2012). Transforming online learning through narrative and student agency. Journal of Educational Technology & Society, 15(4), 344- 355.

[11]. Negis-Isik, A., & Gursel, M. (2013). Organizational culture in a successful primary school: An ethnographic case study. Educational Sciences: Theory and Practice, 13(1), 221-228.

[12]. Zacharis, N. Z. (2011). The effect of learning style on preference for web-based courses and learning outcomes. British Journal of Educational Technology, 42(5), 790-800.

Full Article (HTML)

Pdf

Research Paper

Using Virtual Tools to Support Collaborative Learning in Design Education

Tom Page* , Gisli Thorsteinsson**

* Senior Lecturer, Loughborough Design School, United Kingdom.

** Professor, Department of Design and Craft Education, Iceland University of Education, Iceland

Page, T., and Thorsteinsson, G. (2017). Using Virtual Tools to Support Collaborative Learning in Design Education. i-manager’s Journal of Educational Technology, 14(2), 6-19. https://doi.org/10.26634/jet.14.2.13714

Abstract

An increasingly popular topic of discussion relating to higher education learning methodology is online learning, particularly online collaborative learning (Resta and Laferrière, 2007). With the emergence of 'Web 2.0' there are currently a multitude of CSCW (Computer-Supported Cooperative Work) tools available which facilitate such work strategies. There is however dispute surrounding the effectiveness of such methods and the level of adoption by the student population. One particular field in which group working and group based projects feature extensively is the design industry. It could be expected therefore that undergraduate design students in particular, being considered 'digital natives', would be utilising the available online collaborative work tools to their full potential. Whilst it is safe to assume that some level of online collaborative working takes place within the course of these assignments it is currently unclear to what extent these tools are utilised or what forms these tools take. Through the evaluation of data obtained from undergraduate design students at Loughborough University on the level of uptake of online collaborative work tools within the context of group projects and assignments, the aim of this paper is to provide suggestions for possible ways to improve the adoption of online collaborative work tools within undergraduate design education.

References

[1]. Ackerman, M. S. (2000). Intellectual challenge of CSCW: The gap between social requirements and technical feasibility. Human-Computer Interaction, 15(2- 3), 179-203.

[2]. Barbour, R. (2008). Introducing Qualitative Research: A Student Guide to the Craft of Doing Qualitative Research. London: Sage.

[3]. Barnett, J. (2006). Implementation of personal response units in very large lecture classes: Student perceptions. Australasian Journal of Educational Technology, 22(4), 474-494.

[4]. Bold, M. (2006). Use of wikis in graduate course work. Journal of Interactive Learning Research, 17(1), 5-14.

[5]. Carney, M. (2013). Mural.ly gets collaborative, lets teams create and manage multi-media pinboards.

[6]. Chu, S. K. W., & Kennedy, D.M. (2011). Using online collaborative tools for groups to co-construct knowledge. Online Information Review, 35(4), 581-597.

[7]. Cross, N., & Cross, A. (1995). Observations of teamwork and social processes in design. Design Studies, 16(1), 143- 170.

[8]. Diehl, M., & Stroebe, W. (1987). Productivity loss in brainstorming groups: Toward the solution of a riddle. Journal of Personality and Social Psychology, 53(1), 497–509

[9]. Dourish, P., & Bellotti, V. (1992). Awareness and Coordination in Shared Workspaces. In Proceedings of the Conference on Computer-supported Cooperative Work CSCW 1992, ACM Press, New York, 107-114.

[10]. Gleeson, E. J. (1996). Common Ground: An Experiment in the Teaching of Generic Skills for Design Students. In Proceedings of the 3^rd National Conference, Product Design Education, University of Lancashire.

[11]. Graham, C. R., Tripp, T. R., Seawright, L., & Joeckel, G. L. (2007). Empowering or compelling reluctant participators using audience response systems. Active Learning in Higher Education, 8(3), 233-258.

[12]. Hara, N., & Bonk, C. J., & Angeli, C. (2000). Content analyses of on-line discussion in an applied educational psychology course. Instructional Science, 28(2), 115-152.

[13]. Hoekstra, A. (2008). Vibrant student voices: Exploring effects of the use of clickers in large college courses. Learning, Media, and Technology, 33(4), 329-341.

[14]. Hilliges, O. (2007, October). Informed Browsing: Scaling up Co-Experienced Access to Digital Media. In Adjunct Proceedings (Doctoral Symposium) of the 20^th ACM Symposium on User Interface Software and Technology (UIST'07), Newport, RI, USA.

[15]. Margaryan, A., Littlejohn, A., & Vojt G. (2011). Are digital natives a myth or reality? University students' use of digital technologies. Computers and Education, 56(2), 429-440.

[16]. Misanchuk, M., & Anderson, T. (2001). Building community in an online learning environment: Communication, cooperation and collaboration. Proceedings of the Sixth Annual Mid-South Instructional Technology Conference, Murfreesboro, Middle Tennessee State University.

[17]. Murugesan, S. (2007). Understanding Web 2.0. IT Professional, 9(1), 34-41.

[18]. Nidamarthi, S., Allen R. H., & Sriram, R. D. (2001). Observations from supplementing the traditional design process via Internet-based collaboration tools. International Journal of Computer Integrated Manufacturing, 14(1), 95-107.

[19]. Resta, P., & Laferrière, T. (2007). Technology in support of collaborative learning. Educational Psychology Review, 19(1), 65–83.

[20]. Su, J., Gorse, K., Ramirez, F., & Fox, M. A. (2010). Collagen XIX is expressed by interneurons and contributes to the formation of hippocampal synapses. Journal of Comparative Neurology, 518(2), 229–253.

[21]. Tang, J. C. (1989). Listing, Drawing, and Gesturing in Design: A Study of the Use of Shared Workspaces by Design Teams (Unpublished PhD Thesis, Department of Mechanical Engineering, Stanford University, USA).

[22]. Vaughan, N., Nickle, T., Silovs, J., & Zimmer, J. (2011). Moving to their Own Beat: Exploring how Students use Web 2.0 Technologies to Support Group Work Outside of Class Time. Journal of Interactive Online Learning, 10(3), 113-127.

[23]. Wang, Q. (2012). Using online shared workspaces to support group collaborative learning. Computers and Education, 55(3), 1270-1276.

[24]. Witney, D., & Smallbone, T. (2011). Wiki work: Can using wikis enhance student collaboration for group assignment tasks? Innovations in Education and Teaching International, 48(1), 101-110.

Full Article (HTML)

Pdf

Research Paper

Electro-Dermal Activity (EDA) and Sensors: An Emerging Technology for Educational Research

Charles Baukal* , Jon Martens, Lynna J. Ausburn, Robert Dionne, Ina Agnew

* Director, John Zink Institute, Oklahoma, USA.

Instructor, Department of Adult Education and Safety Sciences, University of Central Oklahoma, Oklahoma, USA

* Professor, Workforce and Adult Education, College of Education, Health, and Aviation, Oklahoma State University, Oklahoma, USA.

Assistant Professor, Aviation in the College of Professional and Continuing Studies, University of Oklahoma, Oklahoma, USA.

* Vice President, Student Services, Oklahoma State University Institute of Technology, Oklahoma, USA.

Baukal, C.E., Martens, J.B., Ausburn, L.J.,Dionne,R., and Agnew, I. (2017). Electro-Dermal Activity (EDA) and Sensors: An Emerging Technology for Educational Research. i-manager’s Journal of Educational Technology, 14(2), 20-33. https://doi.org/10.26634/jet.14.2.13716

Abstract

This paper presents a comprehensive review and a specific example implementation of a minimally invasive technique that can be used to make quantitative measurements of a subject's Electro-Dermal Activity (EDA) in educational technology studies. The Q sensor is a low-cost wireless sensor that can be worn on the wrist to measure a subject's response to various stimuli in both laboratory and natural education research settings. The example application shown here is from a study on presence while viewing two different screen sizes used in a Virtual Reality (VR) system. It is recommended that EDA data be used in conjunction with other data, such as from other types of sensors and from qualitative instruments such as surveys, because human EDA response to a given environment and stimuli is not always consistent. EDA sensors show great promise as an effective tool that can be used in educational technology research.

References

[1]. Affanni, A., & Chiorboli, G. (2015). Design and characterization of a real-time, wearable, endosomatic electrodermal system. Measurement, 75, 111-121.

[2]. Aghaei, B. (2013). Adaptive affective computing: Countering user frustration (Master's thesis, University of Waterloo, Waterloo, Canada).

[3]. Ausburn, L. J., & Ausburn, F. B. (2008). New desktop virtual reality technology in technical education. imanager's Journal of Educational Technology, 4(4), 48-61.

[4]. Ausburn, L. J., & Ausburn, F. B. (2010). Spheres of Reality: A conceptualization of desktop virtual environments in career and technical education and an implementation training model. 2010 Career and Technical Education Research and Professional Development Conference, Las Vegas, NV.

[5]. Ausburn, L. J., Ausburn, F. B., Dotterer, G., Washington, A., & Kroutter, P. (2013). Simulation and virtual technologies for workforce learning: Successes from alternative realities. 2013 Career and Technical Education Research and Professional Development Conference, Las Vegas, NV.

[6]. Ausburn, L. J., Ausburn, F. B., & Kroutter, P. J. (2017). Influences of Gender and Computer Gaming Experience in Occupational Desktop Virtual Environments: A Cross- Case Analysis Study. In V. Wang (Ed.), Adult Education and Vocational Training in the Digital Age (pp. 200-216). Hershey, PA: IGI Global.

[7]. Ausburn, L. J., Martens, J., Dotterer, G., & Calhoun, P. (2009). Avatars, pedagogical agents, and virtual environments: Social learning systems online. i-manager's Journal of Educational Technology, 5(4), 1-13.

[8]. Baukal, C. E., Ausburn, F. B., and Ausburn, L. J. (2013). A proposed multimedia cone of abstraction: Updating a classic instructional design theory. i-manager's Journal of Educational Technology, 9(4), 15-24.

[9]. Betella, A., Pacheco, D., Zucca, R., Arsiwalla, X. D., Omedas, P., Lanatà, A., et al. (2014). Interpreting psychophysiological states using unobtrusive wearable sensors in virtual reality, ACHI 2014: The Seventh International Conference on Advances in Computer- Human Interactions, 331-336.

[10]. Boucsein, W. (2012). Electrodermal Activity, 2^nd ed. New York: Springer.

[11]. Broeks, M. C. (2012). Exploring electrodermal activity, experienced workload and performance during simulator training (Bachelor's thesis, University of Twente, Enschede, Netherlands).

[12]. Corrigan, L. J., Peters, C., & Castellano, G. (2013). Identifying task engagement: Towards personalized interactions with education robots. In Affective Computing and Intelligent Interaction (ACII), 2013 Humaine Association Conference, (pp. 655-658).

[13]. Dawson, M. E., Schell, A. M., & Filion, D. L. (2007). The electrodermal system. In Cacioppo, John T., Tassinary, Louis G. & Berntson, Gary G. (eds.), The Handbook of Psychophysiology, 3^rd ed. New York: Cambridge University Press.

[14]. Féré, C. (1888). Note sur des modifications de la résistance électrique sous l'influence des excitations sensorielles et des émotions. Compte Rendus des Seances de la Societe de Biologie et de ses Filiales, Paris, 40, 217- 219.

[15]. Harley, J. M., Bouchet, F., Hussain, M. S., Azevedo, R., & Calvo, R. (2015). A multi-componential analysis of emotions during complex learning with an intelligent multiagent system. Computers in Human Behavior, 48, 615-25.

[16]. Ijsselsteijn, W. A., Freeman, J., & De Ridder, H. (2001). Presence: Where are we? Cyberpsychology and Behavior, 4, 179-182.

[17]. Jung, C. G. (1919). Studies in word-association: Experiments in the diagnosis of psychopathological conditions carried out at the psychiatric clinic of the University of Zurich, New York: Moffat, Yard & Company

[18]. Kappas, A., Küster, D., Basedow, C., & Dente, P. (2013). A validation study of the Affectiva Q sensor in different social laboratory situations. In 53^rd Annual Meeting of the Society for Psychophysiological Research, Florence, Italy.

[19]. Kellihan, B., Doty, T. J., Hairston, W. D., Canady, J., Whitaker, K. W., Lin, C. T., et al. (2013, July). A real-world neuroimaging system to evaluate stress. In International Conference on Augmented Cognition (pp. 316-325). Springer, Berlin, Heidelberg.

[20]. Kindness, P., Mellish, C., & Masthoff, J. (2013). How virtual teammate support types affect stress. Proceedings of the 2013 Humaine Association Conference on Affective Computing and Intelligent Interaction, IEEE, Geneva, September 2-5. 2013, 300-305.

[21]. Martens, J. B. (2016). Foraging for spatial information: Patterns of orientation learning using desktop virtual reality (Unpublished Doctoral Dissertation, Oklahoma State University, Stillwater, Oklahoma, USA).

[22]. Neumann, E., & Blanton, R. (1970). The early history of electrodermal research. Psychophysiology, 6(4), 453-75.

[23]. Nilsson, N., Nordahl, R., Turchet, L., & Serafin, S. (2012). Audio-haptic simulation of walking on virtual ground surfaces to enhance realism. In Magnusson, C., Szymczak, D. & Brewster, S. (eds.), Haptic and Audio Interaction Design: 7^th International Conference (Berlin: Springer- Verlag, 2012), 61-70.

[24]. Nordahl, R., Serafin, S., Nilsson, N. C., & Turchet, L. (2012, March). Enhancing realism in virtual environments by simulating the audio-haptic sensation of walking on ground surfaces. In Virtual Reality Short Papers and Posters (VRW), 2012 IEEE (pp. 73-74). IEEE.

[25]. Ocasio-De Jesus, V., Kennedy, A., & Whittinghill, D. (2013). Impact of graphical fidelity on physiological responses in virtual environments. In Proceeding of the 19^th ACM Symposium on Virtual Reality Software and Technology, (pp. 73-76).

[26]. Oosting, D. (2012). A picture is worth a thousand words Is it? (Bachelor's thesis, University of Twente, Enschede , Netherlands).

[27]. Paletta, L., Santner, K., Fritz, G., Hofmann, A., Lodron, G., Thallinger, G., et al. (2013). A computer vision system for attention mapping in SLAM based 3D models. OAG/AAPR Workshop, arXiv preprint arXiv:1305.1163.

[28]. Pettersson, M., & Swensson, D. (2013). Manipulating Electro-Dermal Activity (EDA) (Bachelor's thesis, KTH Royal Institute of Technology, Stockholm, Sweden).

[29]. Poh, M. Z., Swenson, N. C., & Picard, R. W. (2010). A wearable sensor for unobtrusive, long-term assessment of electrodermal activity. IEEE Transactions on Biomedical Engineering, 57(5), 1243-52.

[30]. Prasad, E. (2013). Wearable Electrodermal Activity Sensing: A Validation Study (Master's thesis, University of Houston).

[31]. Prokasy, W. F., & Raskin, D. C. (1973). Electrodermal activity in Psychological Research. New York: Academic Press.

[32]. Sano, A., & Picard, R. W. (2013). Stress recognition using wearable sensors and mobile phones. 2013 Humaine Association Conference on Affective Computing and Intelligent Interaction, Geneva, Sept. 2-5, 2013

[33]. Schnittker, R. (2012). Electrodermal activity of novice drivers during driving simulator training – An explorative study (Bachelor thesis, University of Twente, Enschede, Netherlands).

[34]. Silveira, F., Eriksson, B., Sheth, A., & Sheppard, A. (2013, September). Predicting audience responses to movie content from electro-dermal activity signals. In Proceedings of the 2013 ACM International Joint Conference on Pervasive and Ubiquitous Computing (pp. 707-716). ACM.

[35]. Slater, M., Usoh M., & Steed, A. (1994). Depth of presence in virtual environments. Presence: Teleoperators and Virtual Environments, 3, 130-144.

[36]. Thüs, H., Chatti, M. A., Yalcin, E., Pallasch, C., Kyryliuk, B., Mageramov, T., et al. (2012). Mobile learning in context. International Journal of Technology Enhanced Learning, 4(5/6), 332-44.

[37]. Turner, P., & Turner, S. (2006). Place, sense of place, and presence. Presence: Teleoperators and Virtual Environments, 15(2), 204-217.

[38]. Venables, P. H., & Christie, M. I. (1973). Mechanisms, instrumentation, recording techniques, and quantification of responses. In Prokasy, W. F., & Raskin, D. C. (eds.), Electrodermal Activity in Psychological Research, New York: Academic Press.

[39]. Vigouroux, R. (1879). Sur le role de la resistance electrique des tissues dansl'electro-diagnostic. Comptes Rendus Societe de Biologie, 31(6), 336-339.

[40]. Weddle, A. B., & Yu, H. (2013). How does audio-haptic enhancement influence emotional response to mobile media? 2013 Fifth International Workshop on Quality of Multimedia Experience, (pp. 158-163).

[41]. Witmer, B. G. & Singer, M. J. (1998). Measuring presence in virtual environments: A presence questionnaire. Presence: Teleoperators and Virtual Environments, 14(3), 298-312.

[42]. Wu, Y., Babu, S. V., Armstrong, R., Bertrand, J. W., Luo, J., Roy, et al. (2014). Effects of virtual human animation on emotion contagion in simulated inter-personal experiences. IEEE Transactions on Visualization and Computer Graphics, 20(4), 626-635.

[43]. Yeykelis, Leo, Cummings, James J., & Reeves, Byron (2014). Multitasking on a single device: Arousal and the frequency, anticipation, and prediction of switching between media content on a computer. Journal of Communication, 64, 167-192.

Full Article (HTML)

Pdf

Research Paper

Students' Evaluation on Teachers' Performance

Misbah Zafar* , Lubna Ghazal, Yasmin Nadeem Parpio*, Munira Amirali****

* Director Academic Nursing, Saida Waheed FMH College of Nursing, Pakistan.

Assistant Professor, Aga Khan University, Karachi, Pakistan.

* Associate Professor, Aga Khan University, Karachi, Pakistan

**** Assistant Professor, Aga Khan University Institute for Educational Development, Pakistan

Zafar, M., Ghazal, L ., Parpio, Y.N., Amirali, M. (2017). Students' Evaluation on Teachers' Performance. i-manager’s Journal of Educational Technology, 14(2), 34-48. https://doi.org/10.26634/jet.14.2.13715

Abstract

The study provides an insight into teachers' perceptions regarding students' evaluation about their performance in their respective courses and on supervised clinical practice. A Qualitative, descriptive exploratory design was used to answer the research question: What are faculty's perceptions regarding students' evaluation of their performance and teaching courses? A convenience sample of 12 Nursing faculty-7 from University A and 5 from University B was selected. Data were collected through faculty interview till data saturation was achieved. Data was analyzed and then categorized to evaluate the comparisons and variations. The findings of the study revealed three main categories and six related sub categories. The study emerged as 'faculty perception related to student evaluation' and the related three categories were: (i) factors influencing on faculty performance, (ii) contextual factors, (iii) and faculty's alternate practices. The study focused on the perception of nursing faculty in relation to their performance and course evaluations. The findings of the study revealed that participants acknowledge students' evaluation, and tried to modify their teaching strategies as per their suggestions for their personal and professional development. The participants also expressed concerns about the timeliness of the received evaluation; i.e. its giving (by students) and receiving (by faculty members) on time. The faculty perception of student evaluation on their performance and courses was not homogenous due to diverse factors; these were: motivation, demotivation, contextual factors, and alternate practices used by members of faculty to get student evaluation.

References

[1]. Abdelraheem, A. Y., & Al Musawi, A. S. (2013). Using students' evaluation to improve course materials and teaching methods at the college of education at Sultan Qaboos University. Journal of Educational and Psychological Sciences, 14(2), 11-36.

[2]. Adams, C. M. (2012). Online measures of student evaluation of instructions. In M. E. Kite (Ed.), Effective Evaluation of Teaching: A Guide for Faculty and Administrators. Retrieved from the Society for the Teaching of Psychology.

[3]. Annan, S. L., Tratnack, S., Rubenstein, C., Metzler- Sawin, E., & Hulton, L. (2013). An integrative review of student evaluations of teaching: Implications for evaluation of nursing faculty. Journal of Professional Nursing, 29(5), 10-24.

[4]. Bastable, S. B. (2008). Nurse as Educator: Principles of Teaching and Learning for Nursing Practice. (3^rd ed.). New York: Jones and Bartlett.

[5]. Blair, E., & Noel, K. (2014). Improving higher education practice through student evaluation systems: Is the student voice being heard? Assessment & Evaluation in Higher Education, 39(7), 879-894.

[6]. Bradley, S., Kirby, E., & Madriaga, M. (2015). What students value as inspirational and transformative teaching. Innovations in Education and Teaching International, 52(3), 231-242.

[7]. Campbell, J. P., & Bozeman, W. C. (2007). The value of student ratings: Perceptions of students, teachers, and administrators. Community College Journal of Research and Practice, 32(1), 13-24.

[8]. Chen, B., & Bryer, T. (2012). Investigating instructional strategies for using social media in formal and informal learning. The International Review of Research in Open and Distributed Learning, 13(1), 87-104.

[9]. Chen, Y., & Hoshower, L. B. (2014). Student evaluation of teaching effectiveness: An assessment of student perception and motivation. Assessment & Evaluation in Higher Education, 28(1), 71-88.

[10]. Cook-Sather, A. (2014). Student-faculty partnership in explorations of pedagogical practice: A threshold concept in academic development. International Journal for Academic Development, 19(3), 186-198.

[11]. Faranda, W. T. (2015). The Effects of Instructor Service Performance, Immediacy, and Trust on Student - Faculty Out-of-Class Communication. Marketing Education Review, 25(2), 83-97.

[12]. Fattash, M. M. (2013). Demotivating factors of university ESL teachers. International Journal of Humanities and Social Science, 19, 125-132.

[13]. Gal, Y., & Gal, A. (2014). Knowledge bias: Is there a link between students' evaluation and the grades they expect to get from the lecturers they have evaluated? A case study of Israeli colleges. Journal of Knowledge Economy, 5(3), 597-615.

[14]. Golding, C., & Adam, L. (2014). Evaluate to improve: useful approaches to student evaluation. Assessment & Evaluation in Higher Education, 1(14), 1-14.

[15]. Griffin, T. J., Hilton III, J., Plummer, K., & Barret, D. (2014). Correlation between grade point averages and student evaluation of teaching scores: Taking a closer look. Assessment & Evaluation in Higher Education, 39(3), 339-348.

[16]. Hunt, G. A., Baldwin, L., Tsui, E., & Matthews, L. (2013). Developing and Validating an Instrument for Student Ratings of Teaching. Collected Essays on Learning and Teaching, 6, 133-141.

[17]. Kite, M. E. (2012). Effective evaluation of teaching: A guide for faculty and administrators. Society for the Teaching of Psychology.

[18]. Kogan, L. R., Schoenfeld-Tacher, R., & Hellyer, P. W. (2010). Student evaluations of teaching: Perceptions of faculty based on gender, position, and rank. Teaching in Higher Education, 15(6), 623-636.

[19]. Lama, T., Arias, P., Mendoza, K.,& Manahan, J. (2015). Student evaluation of teaching surveys: Do students provide accurate and reliable information? E-Journal of Social & Behavioral Research in Business, 6(1), 30-39.

[20]. McNabola, A., & O'Farrell, C. (2014). Can teaching be evaluated through reflection on student performance in continuous assessment? A case study of practical engineering modules. Innovations in Education and Teaching International, (ahead-of–print), 1-10.

[21]. Murphy, T., MacLaren, I., & Flynn, S. (2009). Toward a summative system for the assessment of teaching quality in higher education. International Journal of Teaching and Learning in Higher Education, 20(2), 226-236.

[22]. Muqtadir, A., Haque, M., & Anam, S. (2012). Faculty motivation: a qualitative inquest. International Journal of Business and Commerce, 1(11), 64-80.

[23]. Nowell, C., Gale, L. R., & Handley, B. (2010). Assessing faculty performance using student evaluations of teaching in an uncontrolled setting. Assessment & Evaluation in Higher Education, 35(4), 463-475.

[24]. Pepe, J. W., & Wang, M. C. (2012). What instructor qualities do students reward? College Student Journal, 46(3), 603-614.

[25]. Polit, D. F., & Beck, C.T. (2012). Nursing Research: Generating and Assessing Evidence for Nursing Practice (9^th ed.). Philadelphia: Lippincott Williams & Wilkins

[26]. Richard, L. & Morse, J. M., (2002). Readme First: For a User's Guide to Qualitative Methods. London, UK: Sage.

[27]. Shirbagi, N. (2007). Are students' evaluation of teaching valid? Evidence form an Iranian higher education institution. Bulletin of Education & Research, 29(2), 21-32.

[28]. Smithson, J., Birks, M., Harrison, G., Nair, C. S., & Hitchins, M. (2015). Benchmarking for the effective use of student evaluation data. Quality Assurance in Education, 23(1).

[29]. Tudor, T. R. (2015). Faculty Ratings for on-Line Teaching: Moving beyond the Teaching Evaluation. International Journal of Business and Social Science, 6(2).

Full Article (HTML)

Pdf

Case Study

Novel Methodologies to Improve the Career of Engineering Students

Ch. Venkateswara Rao* , N. Sirisha, Ch. Ramya*

* Professor, Department of Electrical and Electronics Engineering, Bharat Institute of Engineering and Technology, Mangalpally, Hyderabad, Telangana, India..

Assistant Professor, Department of Electrical and Electronics Engineering, Chaitanya Institute of Science and Technology, Andhra Pradesh, India.

* M.Tech Student, Swarnandhra College of Engineering and Technology, Andhra Pradesh, India.

Rao, CH,V., Sirisha,N., and Ramya, CH. (2017). Novel Methodologies to Improve the Career of Engineering Students. i-manager’s Journal of Educational Technology, 14(2), 49-59. https://doi.org/10.26634/jet.14.2.13717

Abstract

It is a well known fact that present day economies are governed by globalization, privatization, and liberalization. Technical education plays an important role in the spectrum of human resource development, and assists us in improving academic standards and qualities of student education which in turn lead towards improvement of the standard of the country. The planners accorded high priority for this sector by realizing its importance [4]. This paper deals with engineering education in private sector under present and future scenario. There is tremendous demand for technical education in engineering which results in isomorphic growth in private organizations or engineering colleges. The advent of FDI and world class campuses in India, twinning programs and faculty exchange programs, promises lucrative prospectus in the future of engineering education. With the initiatives, there are some challenges which are to be faced with difficult situation. The paper tries to elaborate on the challenges and discuss some of the problems with solutions. A case study was also conducted, with both a pre-test and post-test (n=700). The pre-test showed 43% to 54% improvement. And the post-test showed results of 52% to 91%, resulting in marked improvement in knowledge gain.

References

[1]. Ardeleanu, M. E., & Stanescu, D. G. (2016, June). A new research concerning some influence factors in the orientation of high school graduates towards higher technical education. In Fundamentals of Electrical Engineering (ISFEE), 2016 International Symposium on (pp. 1-5). IEEE.

[2]. Atesh, M., Ward, T., & Baruah, B. (2016, September). Analyzing the perception, judgment and understanding of Ethics among Engineering students in Higher Education. In Information Technology based Higher Education and Training (ITHET), 2016 15^th International Conference on (pp. 1-7). IEEE.

[3]. Banks-Hunt, J. M., Adams, S., Ganter, S., & Bohorquez, J. C. (2016, October). K-12 STEM Education: Bringing the engineering maker space, student-centered learning, curriculum, and teacher training to middle schools. In Frontiers in Education Conference (FIE), 2016 IEEE (pp. 1-5). IEEE.

[4]. Budny, D., & Newborg, B. (2017, March). First year student career conference to promote advising. In World Engineering Education Conference (EDUNINE), IEEE (pp. 18-23). IEEE.

[5]. Castro, M., Tawfik, M., & Tovar, E. (2015). Digital and Global View of Engineering Education using Remote Practical Competences. IEEE Revista Iberoamericana de Tecnologias del Aprendizaje, 10(3), 126-133.

[6]. Chan, R. Y. Y., Ho, K. M., Jia, S., Wang, Y., Yan, X., & Yu, X. (2016, December). Facebook and information security education: What can we know from social network analyses on Hong Kong engineering students?. In Teaching, Assessment, and Learning for Engineering (TALE), 2016 IEEE International Conference on (pp. 303-307). IEEE

[7]. Gabriel, B., Valente, R., Dias-de-Oliveira, J., Neto, V., & Andrade-Campos, A. (2016, October). Methodologies for Engineering Learning and Teaching (MELT) approach: A way to bring young people to science (and science to young people). In Engineering Education (CISPEE), 2016 2^nd International Conference of the Portuguese Society for (pp. 1-5). IEEE.

[8]. Groh, J. L. (2016, October). Academic coaching tools for increased retention: Empowering engineering students in their education. In Frontiers in Education Conference (FIE), 2016 IEEE (pp. 1-2). IEEE.

[9]. Li, K. F., Fagan, J., & Bourguiba, I. (2016, December). Teaching professional practice and career development to graduate students. In Teaching, Assessment, and Learning for Engineering (TALE), 2016 IEEE International Conference on (pp. 398-402). IEEE.

[10]. Madhav, N., & Joseph, M. K. (2017, January). Cloud for Engineering Education: Learning networks for effective student engagement. In Computing and Communication Workshop and Conference (CCWC), 2017 IEEE 7th Annual (pp. 1-4). IEEE.

[11]. Malik, Q., Zafar, N., & Khan, M. J. (2016, October). Actualizing students' prior knowledge in engineering education. In Frontiers in Education Conference (FIE), 2016 IEEE (pp. 1-7). IEEE.

[12]. Mehta, K., & Gorski, I. (2016, October). Preparing engineers for careers in social innovation and sustainable development. In Frontiers in Education Conference (FIE), 2016 IEEE (pp. 1-5). IEEE.

[13]. Naz, A., Lu, M., Hatipoglu, K., & Rambo-Hernandez, K. (2016, October). Employing project-based learning to address the Next Generation mathematics standards in high schools. In Frontiers in Education Conference (FIE), 2016 IEEE (pp. 1-5). IEEE.

[14]. Ochoa, J. L. R., Pérez, J. L. B., & Berrio, J. A. (2016, October). Student acceptance and performance of a virtual platform for training and evaluation of Statics course. In Frontiers in Education Conference (FIE), 2016 IEEE (pp. 1- 6). IEEE.

[15]. Paulson, J. L., Kajfez, R. L., & Kecskemety, K. M. (2016, October). Examining engineering students' major selection: Developing baseline quantitative results to investigate major selection and change. In Frontiers in Education Conference (FIE), 2016 IEEE (pp. 1-5). IEEE.

[16]. Pears, A., Nylén, A., & Daniels, M. (2016, October). A critical analysis of trends in student-centric engineering education and their implications for learning. In Frontiers in Education Conference (FIE), 2016 IEEE (pp. 1-7). IEEE.

[17]. Sullivan, W. G., Daghestani, S. F., & Parsaei, H. R. (1996, November). Multivariate analysis of student performance in large engineering economy classes. In Frontiers in Education Conference, 1996. FIE'96. 26^th Annual Conference Proceedings of (Vol. 1, pp. 180-184). IEEE.

[18]. Wang, N., Chen, X., Lan, Q., Song, G., Parsaei, H. R., & Ho, S. C. (2017). A Novel Wiki-based Remote Laboratory Platform for Engineering Education. IEEE Transactions on Learning Technologies, 10(3), 331-341.

i-manager's Journal of Educational Technology (JET)

Current Issue Vol. 21 Issue 2

Most Read

Most Cited

Volume 14 Issue 2 July - September 2017

Establishing Positive Culture and Climate in the Online Classroom: Pathways for Instructors

Gina Cicco*

Professor, Counselor Education, St. John's University, New York, USA

Cicco, G. (2017). Establishing Positive Culture and Climate in the Online Classroom: Pathways for Instructors. i-manager’s Journal of Educational Technology, 14(2), 1-5. https://doi.org/10.26634/jet.14.2.13713

Abstract

References

Full Article (HTML)

Pdf

Using Virtual Tools to Support Collaborative Learning in Design Education

Tom Page* , Gisli Thorsteinsson**

* Senior Lecturer, Loughborough Design School, United Kingdom. ** Professor, Department of Design and Craft Education, Iceland University of Education, Iceland

Page, T., and Thorsteinsson, G. (2017). Using Virtual Tools to Support Collaborative Learning in Design Education. i-manager’s Journal of Educational Technology, 14(2), 6-19. https://doi.org/10.26634/jet.14.2.13714

Abstract

References

Full Article (HTML)

Pdf

Electro-Dermal Activity (EDA) and Sensors: An Emerging Technology for Educational Research

Charles Baukal* , Jon Martens**, Lynna J. Ausburn***, Robert Dionne****, Ina Agnew*****

Baukal, C.E., Martens, J.B., Ausburn, L.J.,Dionne,R., and Agnew, I. (2017). Electro-Dermal Activity (EDA) and Sensors: An Emerging Technology for Educational Research. i-manager’s Journal of Educational Technology, 14(2), 20-33. https://doi.org/10.26634/jet.14.2.13716

Abstract

References

Full Article (HTML)

Pdf

Students' Evaluation on Teachers' Performance

Misbah Zafar* , Lubna Ghazal**, Yasmin Nadeem Parpio***, Munira Amirali****

* Director Academic Nursing, Saida Waheed FMH College of Nursing, Pakistan. ** Assistant Professor, Aga Khan University, Karachi, Pakistan. *** Associate Professor, Aga Khan University, Karachi, Pakistan **** Assistant Professor, Aga Khan University Institute for Educational Development, Pakistan

Zafar, M., Ghazal, L ., Parpio, Y.N., Amirali, M. (2017). Students' Evaluation on Teachers' Performance. i-manager’s Journal of Educational Technology, 14(2), 34-48. https://doi.org/10.26634/jet.14.2.13715

Abstract

References

Full Article (HTML)

Pdf

Novel Methodologies to Improve the Career of Engineering Students

Ch. Venkateswara Rao* , N. Sirisha**, Ch. Ramya***

Rao, CH,V., Sirisha,N., and Ramya, CH. (2017). Novel Methodologies to Improve the Career of Engineering Students. i-manager’s Journal of Educational Technology, 14(2), 49-59. https://doi.org/10.26634/jet.14.2.13717

Abstract

References

Full Article (HTML)

Pdf

* Senior Lecturer, Loughborough Design School, United Kingdom.

** Professor, Department of Design and Craft Education, Iceland University of Education, Iceland

Charles Baukal* , Jon Martens, Lynna J. Ausburn, Robert Dionne, Ina Agnew

Misbah Zafar* , Lubna Ghazal, Yasmin Nadeem Parpio*, Munira Amirali****

* Director Academic Nursing, Saida Waheed FMH College of Nursing, Pakistan.

Assistant Professor, Aga Khan University, Karachi, Pakistan.

* Associate Professor, Aga Khan University, Karachi, Pakistan

**** Assistant Professor, Aga Khan University Institute for Educational Development, Pakistan

Ch. Venkateswara Rao* , N. Sirisha, Ch. Ramya*