Relevant bibliographies by topics / Engineering education research

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Engineering education research'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 January 2023

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Journal articles on the topic "Engineering education research"

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SENGOKU, Masakazu. "On Engineering Education and Engineering Research." Journal of JSEE 61, no. 6 (2013): 6_43–6_48. http://dx.doi.org/10.4307/jsee.61.6_43.

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Hyde, R. A., and B. W. Karney. "Environmental Education Research: Implications for Engineering Education." Journal of Engineering Education 90, no. 2 (2001): 267–75. http://dx.doi.org/10.1002/j.2168-9830.2001.tb00602.x.

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Pantazidou, Marina. "Geotechnical engineering education: promote links with research on engineering education." European Journal of Engineering Education 38, no. 3 (2013): 235–37. http://dx.doi.org/10.1080/03043797.2013.800022.

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Case, Jennifer M., and Gregory Light. "Emerging Research Methodologies in Engineering Education Research." Journal of Engineering Education 100, no. 1 (2011): 186–210. http://dx.doi.org/10.1002/j.2168-9830.2011.tb00008.x.

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Wilson, Sara E. "Research Ethics Education in Engineering." Teaching Ethics 12, no. 2 (2012): 119–26. http://dx.doi.org/10.5840/tej201212217.

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Seitzer, Dieter. "Editorial: Research and engineering education." European Journal of Engineering Education 25, no. 2 (2000): 111–13. http://dx.doi.org/10.1080/030437900308490.

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Baillie, Caroline, and Jonte Bernhard. "Educational research impacting engineering education." European Journal of Engineering Education 34, no. 4 (2009): 291–94. http://dx.doi.org/10.1080/03043790902987311.

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Putero, Susetyo Hario, Kusnanto, and Andang Widi Harto. "ICONE19-44168 Research-Based Learning for Nuclear Engineering Education in Gadjah University." Proceedings of the International Conference on Nuclear Engineering (ICONE) 2011.19 (2011): _ICONE1944. http://dx.doi.org/10.1299/jsmeicone.2011.19._icone1944_55.

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NAWA, Toyoharu. "Engineering Research and Education under Globalization." Journal of JSEE 63, no. 2 (2015): 2_2. http://dx.doi.org/10.4307/jsee.63.2_2.

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Williams, Bill, and Pedro Neto. "Tracking Engineering Education Research and Development." International Journal of Engineering Pedagogy (iJEP) 2, no. 2 (2012): 37. http://dx.doi.org/10.3991/ijep.v2i2.2087.

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<span style="font-size: 10.0pt; font-family: "Times New Roman","serif"; mso-fareast-font-family: "Times New Roman"; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; layout-grid-mode: line;">In recent years, bibliometric analysis of publications has been receiving growing attention in engineering education research as an approach that can bring a number of benefits. In this paper two such forms, taxonomical analysis and citation analysis, are applied to papers from the first 2011 number of IEEE Transactions on Education (21 papers) and from the two 2011 numbers of the ASEE-published Advances in Engineering Education (22 papers). In the former approach, seven taxonomical dimensions are used to characterize the papers and in the second the references cited in the 43 papers were studied so as to analyze how the researchers were informed by previous studies. </span><span style="font-size: 10.0pt; font-family: "Times New Roman","serif"; mso-fareast-font-family: "Times New Roman"; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;">The results suggest that the silo effect identified by Wankat for disciplinary engineering education journals in 2009 was still apparent in the IEEE Transactions on Education in 2011. The Advances in Engineering Education papers show a wide range of cited references, including reference disciplines outside of engineering education, and this suggests that research published there is likely to be informed by a broad range of previous studies which may be interpreted as a sign of a growing maturity of engineering education as a research discipline.</span>
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Dissertations / Theses on the topic "Engineering education research"

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Bhaduri, Sreyoshi. "NLP in Engineering Education - Demonstrating the use of Natural Language Processing Techniques for Use in Engineering Education Classrooms and Research." Diss., Virginia Tech, 2018. http://hdl.handle.net/10919/82202.

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Engineering Education is a developing field, with new research and ideas constantly emerging and contributing to the ever-evolving nature of this discipline. Textual data (such as publications, open-ended questions on student assignments, and interview transcripts) form an important means of dialogue between the various stakeholders of the engineering community. Analysis of textual data demands consumption of a lot of time and resources. As a result, researchers end up spending a lot of time and effort in analyzing such text repositories. While there is a lot to be gained through in-depth research analysis of text data, some educators or administrators could benefit from an automated system which could reveal trends and present broader overviews for given datasets in more time and resource efficient ways. Analyzing datasets using Natural Language Processing is one solution to this problem. The purpose of my doctoral research was two-pronged: first, to describe the current state of use of Natural Language Processing as it applies to the broader field of Education, and second, to demonstrate the use of Natural Language Processing techniques for two Engineering Education specific contexts of instruction and research respectively. Specifically, my research includes three manuscripts: (1) systematic review of existing publications on the use of Natural Language Processing in education research, (2) automated classification system for open-ended student responses to gauge metacognition levels in engineering classrooms, and (3) using insights from Natural Language Processing techniques to facilitate exploratory analysis of a large interview dataset led by a novice researcher. A common theme across the three tasks was to explore the use of Natural Language Processing techniques to enable the computer to extract meaningful information from textual data for Engineering Education related contexts. Results from my first manuscript suggested that researchers in the broader fields of Education used Natural Language Processing for a wide range of tasks, primarily serving to automate instruction in terms of creating content for examinations, automated grading or intelligent tutoring purposes. In manuscripts two and three I implemented some of the Natural Language Processing techniques such as Part-of-Speech tagging and tf-idf (text frequency-inverse document frequency) that were found (through my systematic review) to be used by researchers, to (a) develop an automated classification system for student responses to gauge their metacognitive levels and (b) conduct an exploratory novice led analysis of excerpts from interviews of students on career preparedness, respectively. Overall results of my research studies indicate that although the use of Natural Language Processing techniques in Engineering Education is not widespread, although such research endeavors could facilitate research and practice in our field. Particularly, this type of approach to textual data could be of use to practitioners in large engineering classrooms who are unable to devote large amounts of time to data analysis but would benefit from algorithmic systems that could quickly present a summary based on information processed from available text data.<br>Ph. D.
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Beddoes, Kacey. "Practices of Brokering: Between STS and Feminist Engineering Education Research." Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/77992.

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This project documents my efforts to publish STS- and gender theory-informed articles in engineering education journals. It analyzes the processes of writing and revising three articles submitted to three different journals, aiming to shed light on the field of engineering education, gender research therein, and contribute to feminist science studies literature on the challenges and opportunities of interdisciplinary work across women's studies and STEM fields. Building upon Wenger's concept of brokering, I analyze how I brought previously underexplored STS and feminist theory literature into engineering education journals. In producing this dissertation, I aim to illuminate some of the efforts and challenges of bringing STS and Women's Studies (WS) topics into engineering education journals – thus producing an account of brokering practices and an example of scalable scholarship. The first chapter introduces engineering education research (EER) as a field of inquiry, situates my project with respect to current feminist science studies, summarizes the framework of brokering that informs my analyses, and describes my methodology. The second chapter describes my initial attempts at brokering by identifying and bridging differences and the preliminary brokering practices that emerged through writing and revising the first of my three articles. It discusses an article published in Journal of Engineering Education that analyzes the uses of feminist theory in EER and argues that further engagement with a broader range of feminist theories could benefit EER. The third chapter describes how some of these practices were reinforced, but also supplemented, while writing and revising the second article. It discusses an article published in International Journal of Engineering Education that analyzes problematizations of underrepresentation in EER and argues that further reflection upon and formal discussion of how underrepresentation is framed could benefit EER. The forth chapter describes how the established brokering practices guided writing the third article, making the process easier as I had become more comfortable with the requirements and challenges of brokering. It discusses an article submitted to European Journal of Engineering Education that analyzes feminist research methodologies in the context of EER, using data from interviews with feminist engineering educators. The fifth chapter concludes by summarizing the brokering practices and discussing their respective challenges, discussing the implications of this project for STS and WS, and, finally, by discussing other implications for peer review engineering education. The Appendix contains aims, scope, author guidelines, and review criteria for the three journals. Chapters 2, 3, and 4 each begin with a narrative recounting of the practices of brokering that went into producing and revising each article. The narratives describe processes of writing and preparing to submit the articles, reviews received, and subsequent revision processes. The published or submitted articles appear after the brokering narrative.<br>Ph. D.
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Torres, Ayala Ana Teresa. "Future Engineering Professors' Conceptions of Learning and Teaching Engineering." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4412.

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Conceptions of learning and teaching shape teaching practices and are, therefore, important to understanding how engineering professors learn to teach. There is abundant research about professors' conceptions of teaching; however, research on the conceptions of teaching of doctoral students, the future professors, is scarce. Furthermore, there is a need to understand not just future engineering professors' conceptions of teaching but also their conceptions of learning. The purpose of this study was to explore qualitative variations in future engineering professors' conceptions of learning and teaching as well as understanding how they came to these conceptions. The research questions that guided this qualitative study are the following: 1) How do future engineering professors describe their conceptions of learning engineering?, 2) How do future engineering professors describe the basis of their conceptions of learning engineering?, 3) How do future engineering professors describe their conceptions of teaching engineering?, and 4) How do future engineering professors describe the basis of their conceptions of teaching engineering? Twenty doctoral engineering students interested in academic careers were interviewed. A phenomenographic approach was used to explore variations in conceptions of learning and teaching. The basis of conceptions of learning and teaching were explored using thematic analysis. Six variations in future engineering professors' conceptions of learning engineering emerged and included learning engineering as 1) acquiring knowledge, 2) gaining an understanding, 3) practicing problem solving, 4) applying knowledge, 5) developing an approach, and 6) maturing. Each conception of learning was described by seven dimensions or features: focus, nature of knowledge, view of engineering, strategies, assessments, interactions, and relational. Participants described the basis for their conceptions of learning engineering through four general themes: undergraduate student experience, research, graduate school experience, and prior teaching experiences. Five categories of conceptions of teaching engineering emerged and included teaching engineering as 1) delivering knowledge, 2) helping understand and apply concepts, 3) motivating students, 4) helping students learn how to approach problems, and 5) preparing students to make socially conscious decisions. In describing conceptions of teaching, five dimensions were identified: focus, strategies, use of students' prior knowledge, faculty-student interaction, conception of learning, and projects. Observing professors, student experience, talking about teaching, and teaching experience were described by participants as the basis for their conceptions of teaching engineering. The findings of this study are consistent with previous categorizations of university professors' conceptions of teaching from teacher-centered/content-oriented to student-centered/learning-oriented. However, this study contributes to the literature of engineering education and faculty development by contextualizing the conceptions of learning and teaching of future engineering professors. Furthermore, this study provides richer descriptions of variations in other aspects of teaching and learning engineering such as future professors' views on student interactions, student development, assessment, motivation, problem solving, assumptions about knowledge, teaching and learning strategies. In addition, this study contributes to our understanding of how professors learn about teaching. In particular, the exploration of the basis for the conceptions of learning and teaching opens new avenues to explore how conceptions of teaching and learning evolve over time. This study closes with implications for faculty development and suggestions for further research.
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Meyer, Matthew. "Persistence of Engineering Undergraduates at a Public Research University." DigitalCommons@USU, 2015. https://digitalcommons.usu.edu/etd/4261.

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This mixed-methodological study determined which factors contributed to undergraduate student attrition, and evaluated reasons ten undergraduate engineering students failed to complete their engineering degree at a major western research university. Institutional data were collected on engineering students over a multi-year period. These data were separated into groups of engineering students who persisted to the Junior year of their undergraduate engineering program (persisters), and those students who left their engineering program before their Junior year (nonpersisters). A quantitative analysis comparing these two groups of students uncovered significant predictors of persistence/nonpersistence in the engineering program. Qualitative inquiry was used to identify factors leading to nonpersistence from the perspective of ten nonpersisting student volunteers from the institutional data population. Together, the quantitative and qualitative methods of inquiry formed a mixed-methodological study which provided a vivid picture of the challenges facing a major western research university regarding persistence of engineering undergraduates. Descriptive and inferential statistical analysis of the institutional data collected on engineering undergraduate students uncovered several factors predictive of persistence/ nonpersistence. These include projected age at graduation, high school GPA and ACT scores, residency status, scholarship, and financial aid. Common themes for ten students who dropped out of engineering included individual factors such as poor academic performance, feeling unprepared for demands of the engineering program, difficulty fitting into engineering, and institutional factors such as disappointment with engineering advising. New concepts uncovered in this paper, which were not prevalent in existing research, include a deeply emotional attachment between participants and the concept of being an engineer, a deeper understanding of student’s sense of loss and failure, and their easy transition from engineering to another major.
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Chavula, Josiah. "Improving Pan-African research and education networks through traffic engineering: A LISP/SDN approach." Doctoral thesis, University of Cape Town, 2017. http://hdl.handle.net/11427/27021.

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The UbuntuNet Alliance, a consortium of National Research and Education Networks (NRENs) runs an exclusive data network for education and research in east and southern Africa. Despite a high degree of route redundancy in the Alliance's topology, a large portion of Internet traffic between the NRENs is circuitously routed through Europe. This thesis proposes a performance-based strategy for dynamic ranking of inter-NREN paths to reduce latencies. The thesis makes two contributions: firstly, mapping Africa's inter-NREN topology and quantifying the extent and impact of circuitous routing; and, secondly, a dynamic traffic engineering scheme based on Software Defined Networking (SDN), Locator/Identifier Separation Protocol (LISP) and Reinforcement Learning. To quantify the extent and impact of circuitous routing among Africa's NRENs, active topology discovery was conducted. Traceroute results showed that up to 75% of traffic from African sources to African NRENs went through inter-continental routes and experienced much higher latencies than that of traffic routed within Africa. An efficient mechanism for topology discovery was implemented by incorporating prior knowledge of overlapping paths to minimize redundancy during measurements. Evaluation of the network probing mechanism showed a 47% reduction in packets required to complete measurements. An interactive geospatial topology visualization tool was designed to evaluate how NREN stakeholders could identify routes between NRENs. Usability evaluation showed that users were able to identify routes with an accuracy level of 68%. NRENs are faced with at least three problems to optimize traffic engineering, namely: how to discover alternate end-to-end paths; how to measure and monitor performance of different paths; and how to reconfigure alternate end-to-end paths. This work designed and evaluated a traffic engineering mechanism for dynamic discovery and configuration of alternate inter-NREN paths using SDN, LISP and Reinforcement Learning. A LISP/SDN based traffic engineering mechanism was designed to enable NRENs to dynamically rank alternate gateways. Emulation-based evaluation of the mechanism showed that dynamic path ranking was able to achieve 20% lower latencies compared to the default static path selection. SDN and Reinforcement Learning were used to enable dynamic packet forwarding in a multipath environment, through hop-by-hop ranking of alternate links based on latency and available bandwidth. The solution achieved minimum latencies with significant increases in aggregate throughput compared to static single path packet forwarding. Overall, this thesis provides evidence that integration of LISP, SDN and Reinforcement Learning, as well as ranking and dynamic configuration of paths could help Africa's NRENs to minimise latencies and to achieve better throughputs.
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Allam, Yosef S. "Enhancing Spatial Visualization Skills in First-Year Engineering Students." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1259703062.

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Crede, Erin Dawne. "Organization and Retention in Research Groups in Graduate Engineering Departments." Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/77986.

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The purpose of this research project was to better understand the experiences of graduate students in internationally diverse research groups, and how these research groups and international diversity contributes to a student's intent to complete his or her graduate degree. This exploratory mixed methods research was conducted in three phases: (1) an ethnographic study of selected research groups in two engineering graduate departments, (2) development of a survey for students in graduate engineering students, and (3) administering the survey to graduate engineering students in research groups to verify the findings. In order to address the project aims, three smaller studies were initiated that address individual elements of graduate education, including: learning in research groups and international diversity, and retention in graduate engineering programs. The focus of the first study was to understand how and under what conditions research groups foster successful learning and professional development for graduate engineering students, and how these findings can be used to inform management of engineering research groups to optimize student learning, productivity, and intent to complete the degree. Key findings from the ethnographic analysis indicate that group size directly influences the mechanisms of student learning, as well as several elements common across research groups from different universities and academic departments, including: power distance and communication, access to resources, and role of the advisor. During the (second) integration phase of this mixed methods study, the nine months of ethnographically guided observations and interviews were used to develop a survey examining graduate engineering student retention. Findings from the ethnographic fieldwork yielded several themes, including: the role of international diversity, research group organization and climate, student self efficacy, and individual and group learning experiences. Final retention themes from the ethnographic analysis are presented along with a discussion of how these data were configured into instrument questions. A discussion of the final instrument is presented, including validity and reliability analysis, and how the final questions were integrated into themes to test hypotheses for future studies. This chapter also presents implications for mixed methods researchers interested in using qualitative methods to create new instruments. In the third and final stage of the research study, the survey developed in the second phase of the research study was administered to four universities across the United States. Data analysis focused on better understanding the differences in retention constructs by student nationality. Results from more than 600 engineering PhD students from 6 international regions enrolled in U.S. engineering graduate programs were examined to characterize demographic differences in participant responses for intention to complete the degree. Six constructs were found to be significant in predicting students' responses regarding their intention to complete their degree, including: expectations, climate, organization, project ownership, perception of value, and individual preferences. Taken together these constructs were able to explain 28 percent of the variation in student responses. Additionally, all six constructs showed significant differences with respect to a respondent's country or region or origin. These results are discussed in light of the implications for faculty members advising similarly diverse groups of students. In combination, these three studies represent a sequential exploratory mixed methods approach in which ethnographically guided observations and interviews were integrated into a quantitative instrument. Results of this study can be used to inform the organization and management of internationally diverse research groups to foster student development and ultimately increase retention.<br>Ph. D.
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Olson, Edwin B. (Edwin Brock) 1977. "Otto : a low-cost robotics platform for research and education." Thesis, Massachusetts Institute of Technology, 2001. http://hdl.handle.net/1721.1/86691.

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Mohammed, Abdul Majid. "Integrated technologies instructional method to enhance bilingual undergraduate engineering students." Thesis, Brunel University, 2014. http://bura.brunel.ac.uk/handle/2438/10488.

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Mathematics permeates almost every aspect of human life and it is a skill much needed by the increasingly complex technological world. It is necessary that this essential skill must be properly developed among students to prepare them for future academic and professional careers. An assessment of the research-based instructional strategies blending with old traditional methods with the modern technological development is a must. Due to the complexity of mathematics learning and the varied learning styles of learners, an integration of appropriate multiple instructional strategies into mathematics education will positively impact mathematical achievement of students. The purpose of this research was to examine the effects of the use of Integrated Technologies Instructional Method (ITIM) as a supplement to the traditional lecture method on mathematics achievement of the Integral Calculus students at the College of Engineering, University of Ha'il, Saudi Arabia. The ITIM includes the four instructional strategies such as the use of the Computer-Supported Collaborative Learning, the collaborative learning, the bilingual support and the study support. Different types of academic supports have been used to examine their effects on students achievement in mathematics. Mathematics, the bedrock of science and engineering, is considered a very important indicator of a student's academic success in professional higher education. Undergraduate engineering students' low achievement in the first year mathematics is an issue demands much attention. The study was undertaken to address students' weak background in mathematics and particularly their high failure rates in this particular course. A total of 218 undergraduate engineering students, comprising of both the experimental and the control groups, were involved in this experimental design study. The control group was taught by the traditional lecture method whereas the experimental group was exposed to the ITIM as a supplement to the traditional lecture method. Apart from the effects of the use of ITIM, students' performance in the previous courses (covariates) such as mathematics, computer, and the English language were compared with their final grades of the Integral Calculus course. The final grades of students were taken as the dependent variable and the ITIM and students' scores in the previous courses as the independent variables. It has been noticed from the literature review that the application of only one instructional strategy does not address the needs of the diverse learning styles of students. A mixed mode method, quantitative and qualitative, was used to collect and analyse data. The quantitative data instruments included students' final exam grades and the student questionnaires. Interviews with students were used as qualitative tools of data collection. An independent t-test, ANOVA, univariate analysis and the stepwise multiple regression analysis were performed to determine the overall statistical significance. The study concluded that there was a statistically significant difference in the performance of the experimental group of students' in terms of their end-of-course grades compared to that of the control group. The regression model revealed significance of covariates on the dependent variable. However, no significant relationship was found between the mathematics achievement and attitudes towards the use of ITIM. The study was an attempt to demonstrate the suitability of the instructional strategies on the bilingual Arab undergraduate engineering students; however, they can probably be applicable to other bilingual students.
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Juškevičienė, Anita. "Research on Web 2.0 Technologies in Education." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2014. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2014~D_20140430_132607-89122.

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Although in practice and in many sources of literature the need for the application of Web 2.0 tools in education is highlighted, however there is lack of clear methods how these tools could be applied in learning for a higher learning quality, and there is a lack of e-learning systems that implement personalised Web 2.0 tools selection. In the work, personalised Web 2.0 tools selection method is presented. In the research, first of all, personalised e-learning technological peculiarities i.e. recommender systems applications for learning personalisation and those systems components were investigated. After that, selection methods for Web 2.0 tools suitable for implementing learning activities were analysed. The method of integrating Web 2.0 tools into personalised learning activities according to students learning styles was created (this method takes into account student’s learning preferences for content and communication modes tailored to the learning activities with a view to help the learner to quickly and accurately find the right educational tools) and prototype of the recommender system that implements the method proposed was developed. Finally, the expert evaluation of the developed system prototype that implements the method proposed was performed.<br>Personalizuotos mokymosi aplinkos kūrimas parenkant besimokančiajam tinkamas internetines priemones yra sudėtingas ir aktualus šių dienų uždavinys. Dabartinis besimokantysis turėtų pats imtis iniciatyvos, būti atsakingas už mokymosi procesą, mokėti pasirinkti tinkamas mokymosi priemones, tačiau parama mokymosi metu irgi yra labai svarbi, nes abejotina, ar besimokančiojo savarankiškai pasirinktos priemonės padės įgyvendinti siekiamų mokymosi tikslų ir veiklų optimaliausiu būdu. Disertaciniame darbe išnagrinėti rekomendavimo sistemų ir jose naudojamų vartotojo profilių tipai, rekomendavimo būdai, šių sistemų taikymo galimybės personalizuotam mokymuisi, mokymosi proceso ir antrosios kartos saityno priemonių sąveika, pagrindinės savybės. Pateikiamas antrosios kartos saityno priemonių komponavimo mokymosi procese metodas parenkantis tam tikram besimokančiajam priemonę atsižvelgus į mokymosi tikslus, norimą įgyvendinti mokymosi veiklą, teikiamą pirmenybę mokymosi turiniui bei bendravimo formai. Nagrinėtoji dalykinė sritis aprašyta ontologijoje, o pasiūlyto metodo etapai įgyvendinti žiniomis grindžiamos rekomendavimo sistemos prototipe. Sukurtoji sistema rekomenduoja tam tikrą mokymosi stilių turinčiam besimokančiajam visas jos žinių bazėje esančias internetines priemones, kuriomis naudodamasis besimokantysis gali atlikti nurodytą mokymosi veiklą. Pasiūlytą metodą įvertino parinkti ekspertai – buvo įsitikinta metodo kokybe, t. y. tikslumu, tinkamumu ir našumu (laiko atžvilgiu)... [toliau žr. visą tekstą]
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Books on the topic "Engineering education research"

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Keys, Wendy. Research into engineering education. NFER, 1991.

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Illinois. Department of Employment Security. Scientific research & engineering. Illinois Dept. of Employment Security, 2007.

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Johri, Aditya, and Barbara M. Olds, eds. Cambridge Handbook of Engineering Education Research. Cambridge University Press, 2013. http://dx.doi.org/10.1017/cbo9781139013451.

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Kyriakides, Elias, Siddharth Suryanarayanan, and Vijay Vittal, eds. Electric Power Engineering Research and Education. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-17190-6.

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Innovations 2007: World innovations in engineering education and research. INEER, 2007.

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Kumar, Vijay. Advances in Mechanisms, Robotics and Design Education and Research. Springer International Publishing, 2013.

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1920-, McEvoy James E., American Chemical Society. Division of Industrial and Engineering Chemistry., and American Chemical Society Meeting, eds. Partnerships in chemical research and education. American Chemical Society, 1991.

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Borri, Claudio, and Francesco Maffioli, eds. Re-engineering Engineering Education in Europe. Firenze University Press, 2008. http://dx.doi.org/10.36253/978-88-8453-676-1.

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Contributing to the development and the enrichment of the European dimension in Engineering Education (EE), constituted the global goal of TREE. In other words to enhance the compatibility of the many diverse routes to the status of Professional Engineer which exist in Europe and, hence, to facilitate greater mobility of skilled personnel and integration of the various situations throughout Europe. The activity of the TN TREE, made up by some 110 higher education Institutions and Associations, has been developed along four main lines: A. the tuning line B. the education and research line C. the attractiveness of EE line D. the sustainability line This volume, accompanied by a CD Rom, presents the results of three years of works in the frame of the Thematic Network TREE which was activated and financed in the frame of the SOCRATES Programme in the period 2004-2007.
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National Science Foundation (U.S.). Grants for research and education in science and engineering: An application guide. National Science Foundation, 1990.

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Mediterranean Electrotechnical Conference (5th 1989 Lisbon, Portugal). Integrating research, industry and education in energy and communication engineering: Proceedings. IEEE, 1989.

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Book chapters on the topic "Engineering education research"

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Bernhard, Jonte. "Engineering Education Research as Engineering Research." In International Perspectives on Engineering Education. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-16169-3_19.

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Cunningham, Christine M., and Cary Sneider. "Precollege Engineering Education." In Handbook of Research on Science Education. Routledge, 2023. http://dx.doi.org/10.4324/9780367855758-35.

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Aguilar, Fernando J., Maria Grazia Violante, and Patrick Martin. "Education in Product Engineering." In Research in Interactive Design (Vol. 4). Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-26121-8_10.

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Aguilar, Fernando J., Maria Grazia Violante, and Patrick Martin. "Education in Product Engineering." In Research in Interactive Design (Vol. 4). Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-26121-8_19.

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de Graaff, Erik. "Developments in Engineering Education and Engineering Education Research in Europe." In Advances in Engineering Education in the Middle East and North Africa. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-15323-0_2.

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Almstrum, Vicki L., Debra Burton, and Ann Fleury. "Research methods in computer science education." In Software Engineering Education. Springer Berlin Heidelberg, 1995. http://dx.doi.org/10.1007/3-540-58951-1_129.

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Eastman, Caroline M. "Education for Research in Software Engineering." In Issues in Software Engineering Education. Springer New York, 1989. http://dx.doi.org/10.1007/978-1-4613-9614-7_25.

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Habermann, A. Nico. "Software Engineering Practice, Research and Education." In Angewandte Informatik und Software / Applied Computer Science and Software. Springer Berlin Heidelberg, 1991. http://dx.doi.org/10.1007/978-3-642-93501-5_9.

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de Graaff, Erik, and Anette Kolmos. "Innovation and Research on Engineering Education." In Handbook of Research on Educational Communications and Technology. Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-3185-5_44.

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Offutt, A. Jefferson, and Roland H. Untch. "Integrating research, reuse, and integration into software engineering courses." In Software Engineering Education. Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/3-540-55963-9_41.

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Conference papers on the topic "Engineering education research"

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Waks, Shlomo. "Engineering Education: Prospective Research Issues." In ASME 2008 9th Biennial Conference on Engineering Systems Design and Analysis. ASMEDC, 2008. http://dx.doi.org/10.1115/esda2008-59535.

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There exists an increasing gap between engineering developments and research on educating engineers. There is a need to investigate and develop pedagogical means for advancing engineering education. The problem stems from the fact that most engineering educators are concerned mainly with disciplinary engineering contents, while researchers in the educational domain concentrate on educational psychology and pedagogical aspects. There is not enough cooperation between engineering and education, thus avoiding the creation of synergetic interaction between the two domains in a given engineering education system or situation. This article deals with the question: what has to be investigated in engineering education in order to advance learning activities of students and updating engineers? We will analyze some issues, as they aroused during recent years in a series of research studies on engineering education around the world and in the Department of Education in Technology and Science at the Technion – Israel Institute of Technology. After analyzing the status of engineering education and emergence of relevant R&amp;D activities, possible research questions are presented. For example: (1) How should the contents of an engineering curriculum be determined? By whom? (2) Is there a need for a recognized educational scholarship like that of the existing disciplinary scholarship? (3) Creativity and project work – what do engineering educators and students think about? (4) What are the conditions and means for advancing the learning process in a multimedia environment? (5) What are the pitfalls in using hypermedia during the learning process? (6) What is Self-Learning Regulation (SLR) and why is it an important issue in engineering education? Accordingly possible trends in engineering education research are proposed and discussed.
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Qin, Xu, and Xie Dongliang. "Vocational engineering education model research." In 2012 7th International Conference on Computer Science & Education (ICCSE 2012). IEEE, 2012. http://dx.doi.org/10.1109/iccse.2012.6295338.

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Higgs, Bryan. "Redefining Engineering Education as Skill Training." In 2nd Annual Faculty Senate Research Conference: Higher Education During Pandemics. AIJR Publisher, 2022. http://dx.doi.org/10.21467/proceedings.135.5.

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The year 2020 has forced many institutions to suddenly convert wholly to online education as necessitated by a global pandemic. Online education introduces a physical distance between the instructor and the students that creates many barriers to learning in traditional lecture-style teaching. However, the rapid shift to online learning has opened many minds to the value of online educational tools from both the instructor's and student's points of view. For engineering education, the value of online learning can be increased through the adoption of a new perspective that engineering is a skill. Students who graduate from engineering programs are valued for 12 key skills: (1) problem-solving, (2) computer science, (3) industry skills, (4) pressure management, (5) teamwork, (6) creativity, (7) structural analysis, (8) communication, (9) attention to detail, (10) educational commitment, (11) data modeling, and (12) leadership. Possession of these skills has even led to many engineering graduates being recruited outside of the field of engineering due to the value they offer. With the true value of graduates being the skills they possess, it stands to reason that the curriculum of engineering programs should be designed for the development of these skills. By adjusting the curriculum through the use of repeated attempts on assignments and quizzes, students can be prompted to increase their investment in courses and thus improve the skills they develop. Offering immediate feedback through the use of online tools can further improve skill development by highlighting shortfalls to students so they can adjust accordingly before engaging in their next attempt. Redefining engineering education as a skill development offers the opportunity to take advantage of the current online learning situation to create new learning environments that are more optimized for the production and development of skillful engineers that are highly valued in the workforce.
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Vantsevich, Vladimir V. "Integration of Education and Research in Mechatronics Engineering Programs." In ASME 2013 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/detc2013-12387.

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Based on extensive experience of establishing and teaching new mechatronic systems engineering courses and M.Sc.-degree program since 2006 at Lawrence Technological University, this paper concentrates on the integration of education and engineering research processes. The paper analyzes challenges such as the content of each academic course and cross-lists all the courses to provide the continuity of education/research process in the mechatronic systems engineering program, selection of modeling and design techniques, usage of software products in the courses and research projects, different educational degrees (including students with PhD degrees) and professional backgrounds of mechatronics students, domestic/international student ratio, and part time/full time student ratio. Based on the analysis of the challenges, a key plan for the education-research integration was developed and implemented. Details are in the paper.
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Karagozoglu, Bahattin. "Biomedical engineering: Education, research and challenges." In 2013 International Conference on Technological Advances in Electrical, Electronics and Computer Engineering (TAEECE). IEEE, 2013. http://dx.doi.org/10.1109/taeece.2013.6557313.

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Kalam, A. "Research and education in Telecommunication Engineering." In 2005 International Conference on Information and Communication Technologies. IEEE, 2005. http://dx.doi.org/10.1109/icict.2005.1598539.

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Brodie, Lyn, Frank Bullen, and Peter Gibbings. "Developing an engineering education research culture." In 2011 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2011. http://dx.doi.org/10.1109/educon.2011.5773139.

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Fan, Hua, Weijian Chen, Yulan Li, Jin Zhang, Xingning Ye, and Quanyuan Feng. "Promoting engineering education by scientific research." In 2018 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2018. http://dx.doi.org/10.1109/educon.2018.8363209.

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Tatum, C. B. "Construction Engineering Education: Need, Content, Learning Approaches." In Construction Research Congress 2010. American Society of Civil Engineers, 2010. http://dx.doi.org/10.1061/41109(373)19.

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Songer, Anthony D., and Karen R. Breitkreuz. "International Service Learning for Engineering and Construction Engineering and Management Education." In Construction Research Congress 2020. American Society of Civil Engineers, 2020. http://dx.doi.org/10.1061/9780784482872.073.

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Reports on the topic "Engineering education research"

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McGrath, Elisabeth. Research on Building Education & Workforce Capacity in Systems Engineering. Defense Technical Information Center, 2011. http://dx.doi.org/10.21236/ada582652.

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Ardis, Mark, Elizabeth McGrath, Susan Lowes, and Sophie Lam. Research on Building Education and Workforce Capacity in Systems Engineering. Defense Technical Information Center, 2012. http://dx.doi.org/10.21236/ada582692.

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Ardis, Mark. Research on Building Education & Workforce Capacity in Systems Engineering. Defense Technical Information Center, 2012. http://dx.doi.org/10.21236/ada582706.

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McGrath, Elisabeth, Christian Jurado, Susan Lowes, and Sophie Lam. Research on Building Education & Workforce Capacity in Systems Engineering. Defense Technical Information Center, 2011. http://dx.doi.org/10.21236/ada546791.

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Martin, W. R. Support of nuclear engineering education and research at the University of Michigan. Office of Scientific and Technical Information (OSTI), 1993. http://dx.doi.org/10.2172/6629817.

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Vakaliuk, Tetiana A., Valerii V. Kontsedailo, Dmytro S. Antoniuk, Olha V. Korotun, Iryna S. Mintii, and Andrey V. Pikilnyak. Using game simulator Software Inc in the Software Engineering education. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3762.

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The article presents the possibilities of using game simulator Sotware Inc in the training of future software engineer in higher education. Attention is drawn to some specific settings that need to be taken into account when training in the course of training future software engineers. More and more educational institutions are introducing new teaching methods, which result in the use of engineering students, in particular, future software engineers, to deal with real professional situations in the learning process. The use of modern ICT, including game simulators, in the educational process, allows to improve the quality of educational material and to enhance the educational effects from the use of innovative pedagogical programs and methods, as it gives teachers additional opportunities for constructing individual educational trajectories of students. The use of ICT allows for a differentiated approach to students with different levels of readiness to study. A feature of any software engineer is the need to understand the related subject area for which the software is being developed. An important condition for the preparation of a highly qualified specialist is the independent fulfillment by the student of scientific research, the generation, and implementation of his idea into a finished commercial product. In the process of research, students gain knowledge, skills of the future IT specialist and competences of the legal protection of the results of intellectual activity, technological audit, marketing, product realization in the market of innovations. Note that when the real-world practice is impossible for students, game simulators that simulate real software development processes are an alternative.
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Cluverius, W. T. American Society for Engineering Education 1994 Navy-ASEE Summer Faculty Research Program. Navy-ASEE Sabbatical Leave Program, 1994. Defense Technical Information Center, 1995. http://dx.doi.org/10.21236/ada293931.

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Martin, W. R. Support of nuclear engineering education and research at the University of Michigan. Progress report, May 15, 1992--May 14, 1993. Office of Scientific and Technical Information (OSTI), 1993. http://dx.doi.org/10.2172/10146447.

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Martin, W. R. Support of nuclear engineering education and research at the University of Michigan. Progress report, May 15, 1993--May 14, 1994. Office of Scientific and Technical Information (OSTI), 1994. http://dx.doi.org/10.2172/10173053.

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Diahyleva, Olena S., Igor V. Gritsuk, Olena Y. Kononova, and Alona Y. Yurzhenko. Computerized adaptive testing in educational electronic environment of maritime higher education institutions. [б. в.], 2021. http://dx.doi.org/10.31812/123456789/4448.

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The article is devoted to the organization of modern learning process, namely the use of innovative technologies – computerized adaptive testing in educational electronic environment of maritime higher education institutions. The example of educational electronic environment is presented in the article on LMS Moodle. The provided new technological and methodological opportunities are a priority in the developed methods of control and testing of knowledge, skills and abilities of students. Comparative characteristic of using computerized adaptive testing in educational electronic environment is given in the article according to different criteria: the role of tests in the learning process; methods of training; equipment; presence of the problems in educational process; level of its control and learning outcomes. The paper also presents examples of activities to form communicative competency of future maritime professionals. Types of adaptive tests are listed in the paper. The research activities were done by second year cadets of ship engineering department of Maritime College of Kherson State Maritime Academy. The experiment was devoted to the formation of communicative competence with the help of electronic environment of maritime higher education institution. The results of experiment proved positive impact of computerized adaptive testing on communicative competence of future ship engineers. Further investigation of adaptive testing can also be done for learning system of maritime education establishments using simulation technologies of virtual, augmented and mixed realities.
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