Board 83: Student Learning Trajectories from Making and Engineering Activities

Science education aims to foster knowledge-in-use, which is supported by the integration of scientific ideas. To study knowledge integration effectively, network analysis provides a valuable tool for visualizing and understanding how ideas are connected. Successful knowledge integration requires following a learning progression that leads to increasingly sophisticated connections between ideas. However, traditional learning progression models have limitations, as they often fail to account for the nonlinear and individualized nature of learning. This study explores the potential of digital learning environments and AI techniques to address these limitations by enabling frequent, high-resolution data collection and analysis in order to uncover individual students’ learning trajectories at a high resolution. We analyze a case study of middle school students’ learning about energy to investigate patterns and variations in their learning trajectories. Additionally, we explore how different learning trajectories influence the development of knowledge-in-use, leading to either productive or unproductive learning outcomes. Our findings aim to guide instruction for teachers and instructional designers, providing insights on how to develop more effectively adaptive learning environments that support diverse student learning trajectories.

In this article, we propose a theoretical connection between research on learning and research on teaching through recent research on students’ learning trajectories (LTs). We define learning trajectory based instruction (LTBI) as teaching that uses students’ LTs as the basis for instructional decisions. We use mathematics as the context for our argument, first examining current research on LTs and then examining emerging research on how mathematics teachers use LTs to support their teaching. We consider how LTs provide specificity to four highly used frameworks for examining mathematics teaching, namely mathematical knowledge for teaching, task analysis, discourse facilitation practices, and formative assessment. We contend that by unifying various teaching frameworks around the science of LTs, LTBI begins to define a theory of teaching organized around and grounded in research on student learning. Thus, moving from the accumulation of various frameworks into a reorganization of the frameworks, LTBI provides an integrated explanatory framework for teaching.

The purpose of this study is to consider how to use an electronic learning (e-learning) system in engineering design. An e-learning trial in an engineering design course was introduced as an online self-study module in order to support learning outside of the classroom at the Kanazawa Institute of Technology. This paper contains a description of the e-learning system and the related student activities and teamwork.

This work reviews best practices in first-year engineering design courses at 40 universities across Canada and the United States. The authors reviewed the subject matter and instructional methods of these engineering design courses. University selection was based on prominence, level of engineering design content, and availability of data. The authors narrowed the scope of the study to seven Canadian programs and eight American programs for further investigation: University of British Columbia, University of Calgary, University of Manitoba, Queen’s University, University of Sherbrooke, University of Toronto, University of Western Ontario, University of Colorado, Franklin W. Olin Engineering College, Harvey Mudd College, Massachusetts Institute of Technology, Northwestern University, Rensselaer Polytechnic Institute, Stanford University, and Virginia Polytechnic Institute. The authors then identified six reoccurring themes in the methods of engineering design instruction: full-scale project, small-scale project, case study analysis, reverse engineering project, design tools and methods instruction, and integration. These themes are then discussed from the point of view of educators looking to develop first-year engineering design courses.

The COVID-19 pandemic led to an increase in the adoption of online teaching and learning. Several studies show that both students and lecturers benefit from online teaching and learning in cases where contact learning cannot take place. However, other studies reveal that some students face challenges during online teaching and learning, requiring them to develop coping mechanisms. Thus, the objective of this study was aimed at accentuating the coping strategies of students for online teaching and learning during the COVID-19 pandemic. A non-empirical research design was adopted for this study. Search engines such as ‘Google scholar were used to sample and review documents using keywords to source relevant data that is from 2002 to 2022. Data were analysed using inductive Thematic Content Analysis (TCA). The study's findings show that access to online teaching and learning is challenging for some students. It was also revealed that some students cope with the challenges of online learning and teaching by employing positive strategies such as seeking support while some students employ harmful coping mechanisms such as using drugs and alcohol to cope with the challenges they face during online teaching and learning. The underlined conclusion suggests that online teaching and learning should be accessible and support systems for students should be available. Mobilisation of resources that will help all students to participate in online teaching and learning is needed.

The background of this research is the lack of learning media used by educators in the learning process. This study aims to determine the effectiveness of power point and socrative (Student Response System) to increase student interest and learning outcomes. The formulation of the problem in this study is 1) Is the interest in learning a variety of social symptoms in society for students of Class X Social Sciences High School 1 Kandangan 2017/2018 Academic Year can be improved by utilizing Power Point and Socrative (Student Response System). 2) Are the learning outcomes of various social symptoms in the community for students of Class X Social Sciences in Kandangan Middle School 2017/2018 Academic Year can be increased by utilizing Power Point and Socrative (Student Response System). 3) How is the development of learning a variety of social symptoms in the community by utilizing Power Point and Socio (student response system) in students of Class X Social Sciences Public High School 1 Kandangan 2017/2018 Academic Year. Data collection techniques used in this study consisted of tests, observations, questionnaires, documentation, interviews using interview guidelines, and field notes. This research is classroom action research conducted in two learning cycles with stages including action planning, action implementation, observation / evaluation of actions, and reflection. The results showed that there was 1) an increase in student learning interest, namely from 77.78 percent interested in high learning in Cycle I to 86.11 percent interested in high learning in cycle II, 2) improvement in student learning outcomes that is from 72.22 percent with classical completeness 68.75 in Cycle I to 91.67 percent with 93.75 classical completeness in cycle II. The use of powerpoint and socrative (student response system) can increase interest and learning outcomes of various social symptoms in society.

Assessment in capstone engineering design courses is vital to engineering education programs. The capstone design course is the climax of design education and often the context for much of the assessment done in engineering degree programs. Capstone design course instructors’ admittedly low confidence for assessing student performance in these courses poses a crucial obstacle to the assessment process. A key issue is a lack of clear outcomes definition for engineering design and sound, defensible assessments for these outcomes. This paper draws from findings in design literature and from engineering design education experience to construct a conceptual model of engineering design that guides development of associated design learning outcomes and assessment of student achievements in design. A conceptual model of design is vital to design education, because it is one of three essential cornerstones— model, observation, and interpretation— for constructing assessments. In the context of an engineering classroom, design performance produces two different and complementary types of outcomes: learner development and solution development. Further, design is: open-ended, iterative, creative, collaborative, goal-driven, process-intensive, productfocused, customer-oriented, value-added, and constrained by society. Learner and solution development usually progresses from a state of students’ fragmented understanding and ideas to a more mature state of integrated understanding and design solutions. The proposed conceptual model for engineering design identifies four areas of performance that describe design: (1) personal capacity, (2) team processes, (3) solution requirements, and (4) solution assets. The first two characterize learner development and the latter two characterize solution development. Personal capacity is the designer’s development of skills which support technically sound and responsible design. Team processes address a team’s behaviors and productivity in design activities. Solution requirements address the team’s understanding of stakeholder needs and concerns. Solution assets encompass the value added, practicality, and impact of the design solution. These four performance areas are essential to design. They identify performances that develop over time, contribute to the success of design outcomes, and stimulate growth in one another for integrated enhancement of design performance. They also provide the basis for a versatile, comprehensive definition of engineering design performance that can guide instruction and can focus assessments in capstone engineering design courses.

Most educators are interested in whether online teaching is at least as good as classroom-based courses in terms of students' learning outcomes, including academic achievement and learning satisfaction. This research study compared two sections of an upper-level, undergraduate, writing-intensive environmental policy course, which were taught in spring 2014 by the same instructor. The f2f session had a blended format with in class-lectures complemented by substantial online resources, while the 100% online course included documentaries, pre-recorded lecture videos, various readings, discussions, and online environmental games.A total of 39 students from both sections voluntarily participated in this research study by taking a course survey online. Both qualitative and quantitative data and students' final grades were collected. The findings revealed no significant statistical difference in students' final grades and learning satisfaction. However, students' overall satisfaction level in the f2f class was higher than the online course. Also, their satisfaction level was associated with (1) receiving valuable feedback from instructor and (2) students' motivation to learn in the course.Our research indicates that the quality of an online course can be equivalent to a f2f course if instructors can support students with regular feedback and keep motivating them to learn.

Problem-based learning is a pedagogy that employs open-ended problems as a means of increasing student motivation and interaction in addition to achieving the intended educational goals. We present product-based learning as an extension of collaborative problem-based learning by focusing on the design and development of a product as a solution to a proposed problem. In this approach, the instructor becomes an active member of the project team, working with the students to achieve the product vision. Through this method, students take control of their own learning while working together towards group success. Such a course design allows students to become active learners in achieving learning objectives, while at the same time providing project management and team-working experience. We explain the concept of product-based learning and demonstrate the process through the design and development of an educational software application. This project shows that the product-based method can promote positive attitudes, social interaction, and intentional learning in students while motivating them to achieve the intended learning objectives.

This chapter addresses common concerns related to teaching online courses with laboratory components. The concerns align with three types of interactions central to student learning and engagement: student interactions with their instructor, student interactions with course content, and student interactions with their peers. Drawing on observations from instructors, strategies from an instructional designer, and student data from an online, asynchronous chemistry lab course for nonmajors, this chapter provides recommendations that promote student engagement and learning in online chemistry courses. These findings and recommendations may translate to other online and hybrid science courses. Specific suggestions for transitions back to in-person classes also are highlighted.

The global crisis brought on by the COVID-19 pandemic paved the way for a new normal. As a result, the higher education system has opted for a delivery model based on flexible learning. To help with the implementation of flexible learning, Google Classroom was used. Google Classroom, as learning management system, is part of the online Google Apps for Education suite of productivity applications for teachers and students in flexible learning. The goal of this study is to assess the perception and satisfaction of college education students on Google Classroom as a teaching and learning tool. This research employed a descriptive method, with the students responding to an online survey questionnaire. The sample for this study was drawn using stratified random sampling and Slovins' formula was used to determine the number of samples drawn from the total population, which consisted of 321 students enrolled during the first semester of the school year 2021–2022. In order to answer research questions frequency count, average, percentile, and inferential statistics such as the independent-samples t-test and one-way ANOVA were used. The findings from the survey showed that majority of the college education students agreed that Google Classroom is easy to access, useful, supports communication and interaction and instruction delivery in flexible learning. When asked about their level of satisfaction, the respondents were very satisfied with the Google Classroom as instructional medium for teaching and learning. Moreover, results revealed that Google Classroom supports flexible language learning through the following: (a) assists them in completing their assignments on time; (b) helps them to be interactive in participating and engaging in fruitful discussion; and (c) motivates students to manage time. Therefore, it occurs that Google Classroom, as an educational interactive tool, has the potential to contribute to the effective delivery of flexible language teaching and learning. Furthermore, an independent sample t-test revealed that there is no statistically significant difference of the respondents’ perceptions on the utilization of Google Classroom when grouped according to their profile. In addition, one-way Anova analysis of the data revealed no statistically significant differences in student perceptions and satisfaction when classified by profile. On the other hand, when the respondents' courses are taken into consideration, there is a statistically significant difference in their satisfaction with Google Classroom. This study concludes that Google Classroom as instructional medium for teaching and learning contributes to effective flexible learning. It is recommended that professional development and capacity-building programs in college majors and courses should be tailored to the current teaching and learning environment and also to help the transition into other learning management systems used in higher education, undergraduate students should be exposed to free web-based learning applications like Google Classroom.

Presentation and demonstration of instant student feedback system in improving student participation and learning in pathology in fourth year medical students

Almost since the onset of emergency remote teaching due to the COVID-19 pandemic in the spring of 2020, studies examined how teachers and students adjusted to the change, including in language courses. Some of this research has explored language teachers’ self-efficacy and confidence in teaching remotely, and to a lesser extent how student language learning has been affected; most studies have not differentiated among languages taught or between different student age groups. Through a survey of 173 PK–16 language instructors in the United States who switched from face-to-face classroom teaching to remote teaching in the spring of 2020, the present study examines teachers’ perceptions of their success in transferring specific teaching skills to a remote teaching context and their perceptions of the effects of remote learning on their students’ language learning experience. Across the teaching skills respondents were asked to report on, a majority of teachers reported that their in-person teaching skills were at least somewhat useful for remote teaching, but PK–12 teachers were more likely to report poorer transfer of teaching skills than instructors of adult students. Across different aspects of the student learning experience, teachers of PK–12 learners generally reported a more negative impact of remote instruction on their students’ learning than instructors of adults, while teachers of less commonly taught languages reported a more positive impact of remote teaching on their students’ learning than teachers of commonly taught languages. Our results provide new evidence of differences in the remote language learning and teaching experience between different groups of students and teachers, and underscore the importance for teachers and schools to prepare generally for flexibility in teaching, which includes remote teaching.

This study aims to analyze the effect of online learning on students' learning motivation and outcomes at the elementary school level during the COVID-19 pandemic. The research was conducted using the Systematic Literature Review (SLR) method, by identifying, evaluating, and synthesizing relevant scientific articles from 2019 to 2022. Data were collected from Google Scholar databases and analyzed thematically. The findings show that online learning significantly affects students' motivation, with a contribution rate of 64.01%. Factors influencing learning motivation include internal and external factors, the role of parents, and the use of interactive learning media such as Wordwall. Parental support during online learning also positively affects learning outcomes, while infrastructural barriers such as limited communication tools and internet connectivity pose major challenges. This study implies that strengthening parental involvement and improving digital infrastructure are key to optimizing online learning. The research provides an original contribution by systematically linking parental parenting styles to learning motivation and outcomes in the online learning context, a topic that has been less explored in previous studies.

Learning place values from 2 digits to multi-digit requires various forms of representation. The representation will bring up a variety of Hypothetical Learning Trajectory (HLT) in the form of predictions of possible student responses, which will later produce the actual student learning trajectory. This study aims to find students' learning trajectory patterns and determine the factors that influence students' learning trajectory patterns in the 3-digit place value material. The research design uses qualitative research. The learning trajectory pattern was obtained through analysing student responses in the field based on the previously designed HLT. The subjects of this study were 50 students of grade II from three elementary schools in the Kebumen Regency. The research instrument is a written test and field notes. The written test contains four place value questions with a horizontal representation strategy. Field notes in the form of student responses by watching videos during the application of lesson design accompanied by making transcripts to further clarify the word for word that comes out as a form of response during learning so that the suitability of the response with HLT can be known. The results of this study indicate that the student's learning trajectory pattern takes place through the application of a didactic design consisting of 4 types of lesson designs that place the number 0 in different positions. The application of didactic design can also direct students to learn independently gradually. Meanwhile, the learning trajectory supporting factors consist of students' prerequisite abilities, planning and learning processes, and the use of learning resources.