Forthcoming articles

 


International Journal of Continuing Engineering Education and Life-Long Learning

 

These articles have been peer-reviewed and accepted for publication in IJCEELL, but are pending final changes, are not yet published and may not appear here in their final order of publication until they are assigned to issues. Therefore, the content conforms to our standards but the presentation (e.g. typesetting and proof-reading) is not necessarily up to the Inderscience standard. Additionally, titles, authors, abstracts and keywords may change before publication. Articles will not be published until the final proofs are validated by their authors.

 

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International Journal of Continuing Engineering Education and Life-Long Learning (13 papers in press)

 

Regular Issues

 

  •   Free full-text access Open AccessA framework for a teaching toolkit in entrepreneurship education
    ( Free Full-text Access ) CC-BY-NC-ND
    by Katharina Fellnhofer 
    Abstract: Despite mounting interest in entrepreneurship education (EE), innovative approaches such as multimedia, web-based toolkits including entrepreneurial storytelling have been largely ignored in the EE discipline. Therefore, this conceptual contribution introduces eight propositions as a fruitful basis for assessing a 'learning-through-real-multimedia-entrepreneurial-narratives' pedagogical approach. These recommendations prepare the grounds for a future, empirical investigation of this currently under-researched topic, which could be essential for multiple domains including academic, business and society.
    Keywords: education; entrepreneurial narratives; entrepreneurial storytelling; entrepreneurship; entrepreneurship education; multimedia teaching material; pedagogical toolkit.
    DOI: 10.1504/IJCEELL.2017.10003455
     
  • Study on Online Self-learning Platform of Professional Courses from the perspective of Constructivism   Order a copy of this article
    by Bin Zhao 
    Abstract: learning is important for all students, including engineering. To engineering students an advanced learning mode is constructed using constructivist approach. Firstly, the basic connotation of constructivism and self-learning are analyzed. Secondly, the principles of online self-learning platform from the perspective of constructivism are established. Thirdly, the construction strategies of network autonomous learning platform based on constructivism theory are summarized. Finally, the learning effect of online self-learning platform is evaluated based on weight optimization method and grey relational analysis using four specialized courses as examples, and the online self-learning platform has good capacity for improving the self-learning effect of engineering college students according to the evaluation results.
    Keywords: constructivism; network self-learning platform; professional course; grey relational analysis.

  • Exploring the Effect of VoIP Tools as a Foreign Language Instruction on Learners   Order a copy of this article
    by Yen Chen Yen, Huei-Tse Hou, Kuo-En Chang 
    Abstract: This study aims to compare the effects of two different environments, i.e. Skype and face-to-face (F2F), on learners speaking performance by assessing the frequency of errors (e.g. verb tense, verb form and sentence structure) occurring in the learners oral productions during role playing. Fifty-two young adult English-as-a-foreign language (EFL) learners recruited from a business college were randomly and equally assigned into the experimental or the control group. Oral interviews were used as the pretest and post-test in this study. The participants were required to complete the given tasks in pairs after the instruction. The experimental group undertook the tasks via Skype and the control group performed the tasks in an F2F environment. Verbatim data from the students recorded utterances in two environments were analysed. The results indicated that the experimental group showed more improvement than the control group in their oral performance.
    Keywords: CALL; Skype; face-2-face; peaking errors; ole-playing.
    DOI: 10.1504/IJCEELL.2017.10003457
     
  • Study and design of a pico hydropower plant for academic education and research use   Order a copy of this article
    by Achour EL HAMDAOUY, Issam Salhi, Said Doubabi, Mohamed Chennani 
    Abstract: Installing various didactic prototypes in universities is a suitable way that facilitates learning. These prototypes affect positively students attention and help them to focus in class. In general, the students are mechanically inclined, so they are more interested to deal with hands-on experiments than to pore over theoretical analysis. For these raisons, a pico-hydropower plant (PHPP) prototype was developed and installed in our department. This paper describes the developed prototype which could be used for teaching the hydroelectric conversion, the PHPP operation principle and the control and the stability of a mini grid. In addition, using the prototype, students could validate the studied regulation techniques, they will also master various skills deemed necessary and proper for them to achieve success in different electrical engineering disciplines. Further, the prototype could be used in research to develop new advanced control laws.
    Keywords: renewable energy; pico hydropower plant; industrial automation systems; frequency control.
    DOI: 10.1504/IJCEELL.2017.10003458
     
  • Transformational Model for Engineering Education from Content-Based to Outcomes-Based Education   Order a copy of this article
    by Arooj Manzoor, HARIS AZIZ, Mirza Jahanzaib, Ahmad Wasim, Salman Hussain 
    Abstract: Globally, higher education is shifting from content-based educational model to outcome-based educational model. The reason behind this transformation is that content-based model emphasizes on what is presented and outcome-based model focuses on what students can actually learn and do. In order to fulfil the requirements of Washington Accord, Pakistan Engineering Council (PEC) is transforming the Ilearning process from Content Based Education (CBE) to Outcomes Based Education (OBE). Transitions are always difficult, and a framework that highlights whole process of transformation and keeps track of the change is always needed. This paper proposes a transformational model from CBE to OBE by incorporating five learning and development factors which are; teaching method, student skills, curriculum, assessment method and class situation. To track the change, a comparison of proposed OBE model and existing CBE practices was made for Industrial Engineering Department, University of Engineering and Technology Taxila. Results showed that transferring from CBE to OBE has positive impact on students' learning. Results also highlighted assessment method andcurriculum as the areas for further improvement.
    Keywords: Transformation; Outcome Based Education; Content Based Education; engineering education; Washington Accord; Assessment.
    DOI: 10.1504/IJCEELL.2017.10003459
     
  • Outcome-based PersonaliSed Learning Measurement Tool for Engineering Education at INTI International University - INTI OBE Tool (IOBET)   Order a copy of this article
    by E. Malini, TIRUMISHI JADA EPAKDE, P. Kannan, P. Venishri 
    Abstract: In recent years, the implementation of outcome-based education (OBE) has been much emphasised in developed and developing nations driving educators towards investment in educational reforms. In OBE, learners are at the centre of their own learning with ownership to perform based on outcomes. However, much criticism against the OBE has also been presented in various papers regarding the actual implementation of OBE. Some researchers have measured OBE based on student survey and correlation-based analysis at cohort or overall program level. None has looked at personalised learning measurement at individual level using OBE tools. In this paper, we deliberated the process in implementing an INTI OBE Tool (IOBET) MS Excel Program for measuring individual learners achievement over the Engineering Accreditation Council (EAC)-prescribed program outcomes (PO) for engineering education particularly in Faculty of Science, Technology, Engineering and Mathematics (FOSTEM) in INTI International University, Nilai, Malaysia. In the quantitative process, a comprehensive and exhaustive system was created. The IOBET would be used to extract the CO and PO attainment score of each individual student enrolled in the program and the PO attainment of each cohort from point of entry to exit. course learning outcome (CO) and PO attainment measurement computational
    Keywords: OBE; Personalised Learning; Outcome Attainment; Measurement Tool; EAC; FOSTEM.
    DOI: 10.1504/IJCEELL.2017.10003591
     
  • Implementing Blogs for Developing Academic Writing Skills in a Variety of Higher Educational Contexts   Order a copy of this article
    by Agnieszka Gadomska, Przemysław Krakowian 
    Abstract: For the past 10 years, we have observed how Information and Communication Technologies (ICT) influences the methodology and practice of teaching academic writing skills. The shift has occurred from paper- and course book-based activities through blended courses on various Virtual Learning Environments (VLEs) to the implementation of blogging and handson student experience in e-material design. The authors have noted that this development appears to be leading to very positive outcomes in terms of the effectiveness of teaching writing skills and students attitudes to e-learning in the academic contexts. The paper focuses on separate examples of successful implementation of online blogging in different academic contexts and examines attitudes, skill development and takes a look at other dimensions of the process, such as the development of intercultural competences through collaborative work of students from a variety of cultural backgrounds.
    Keywords: online blogging; academic education; writing; intercultural competence; learner language.
    DOI: 10.1504/IJCEELL.2017.10003592
     
  • Robotics in primary school in the opinion of prospective and in-service teachers. A comparison study   Order a copy of this article
    by Nataliia Morze, Eugenia Smyrnova-Trybulska*, Wojciech Zuziak, Piet Kommers, Mariia Gladun 
    Abstract: This article describes some issues concerning the use of Robots in primary school as an object and subject of learning. The authors conclude, based on an analysis of earlier research as well as their own study that educational robots can stimulate learners' learning motivation. Compared with other media, programmable bricks provide children with the opportunity to create their own products and, through this process, to express creative thinking. Studies have found that learning robotics or integrating programming bricks into courses can help to develop students' problem-solving abilities and enhance their learning performance. Besides, an analysis is presented of basic legal regulations in this matter, primary school curricula as well as some results of a survey conducted in Poland and Ukraine among in-service teachers and prospective teachers.
    Keywords: robotics in primary school; survey; curricula; key competences; motivation; students' problem-solving abilities.
    DOI: 10.1504/IJCEELL.2017.10003680
     
  • Integrating the development and usage of higher order thinking skills in the communication classroom: perceptions and impact   Order a copy of this article
    by Muna Balfaqeeh, Asli Hassan 
    Abstract: Freshman communication course focuses on the application of critical thinking and problem-solving through the development of the engineering students' speaking and writing skills. Students synthesise, analyse, make critical evaluation of reading texts and integrate them with their freshman year experiences in their writings. Although these objectives attempt to lead students to incorporate higher order thinking skills (HOTS), most students' writings demonstrate more of the lower order thinking skills (LOTS), i.e. summarising, informing, describing and not enough evaluating and synthesising. The challenge remains for teachers to incorporate teaching practices and the corresponding assessment of students' writings that meet the course objectives and improve the acquisition of HOTS. This research plans to assist students in making the connection of LOTS and HOTS taught through an intervention that substantiates the effort to develop and increase the usage of HOTS in their writings. Based on a pilot research conducted in autumn 2013 and published as a conference proceeding, we plan to follow an improved version of the methodology used in the pilot study, as an attempt to find systematic solutions that would expand the repertoire of students' HOTS in their writings.
    Keywords: critical thinking; English for special purposes; evaluation; higher order thinking skills; synthesis; writing.
    DOI: 10.1504/IJCEELL.2017.10003460
     
  • Attainment of major competencies of program-specific outcome in industrial engineering and simulation lab through open-ended experiment   Order a copy of this article
    by Vinayak Kulkarni, Sanjay Kulkarni, Jangali G. Satish, V.N. Gaitonde 
    Abstract: An open-ended experiment is where students are given the freedom to develop their own experiments, instead of merely following the already set guidelines from a lab manual or elsewhere. Making labs open-ended pushes students to think for themselves and think harder. Outcome-based education is an educational theory that bases each part of an educational system around goals (outcomes). Outcome-based methods have been adopted in education systems around the world, at multiple levels. Measuring program-specific outcomes in engineering education is a challenge for teaching faculty in general and doing so for a laboratory program and through an open-ended experiment is even more challenging. This paper explains the planning and execution of open-ended experiment in Industrial Engineering and Simulation Laboratory and also it focuses on the evaluation process, rubrics developed, and attainment of program-specific outcome in Industrial and Production Engineering Program.
    Keywords: open-ended experiment; outcome-based education; program-specific outcome; rubrics.
    DOI: 10.1504/IJCEELL.2017.10003463
     
  • Project-based cooperative learning to enhance competence while teaching engineering modules   Order a copy of this article
    by Vaibhav Gandhi, Zhijun Yang, Aiash Mahdi 
    Abstract: This paper focuses on teaching control systems to engineering students through a blending of traditional lectures; student-focused problem-based self-directed learning projects and student presentations. Engineering field constantly evolves and thus teaching a module to engineering students should involve current state-of-the-art research trends. The work presented in this paper revolves around three miniprojects, each project on a different aspect of control engineering and to be completed within 2 weeks each. The aim of these problem-based self-directed learning miniprojects is to get acquainted with the practical aspects of the theoretical learning that has been undertaken within the lectures, something that UK Standard for Professional Engineering Competence focuses on. After completion of the miniproject, the students present their work/discuss results as a PowerPoint presentation lasting 15 min and address queries from peers (compulsory) and tutor, thus promoting lifelong learning along with class participation and peer assessment. These projects also help the student to keep alight with the practical aspects of the current professional practices in industry. The inclusion of the blended approach has improved the student's reading beyond the course requirements, has encouraged them towards deeper learning and also improved both their theoretical as well as practical aspects in engineering education.
    Keywords: control engineering; deep learning; lifelong learning; mini-projects; self-learning.
    DOI: 10.1504/IJCEELL.2017.10003462
     
  • Assessment on student performance using Rasch model in multi-tier application development course examination   Order a copy of this article
    by Zuhaira Muhammad Zain 
    Abstract: Assessment and measurement in teaching and learning process is one of the most vital processes in order to assure the quality of education system. This paper describes a measurement model that is used to measure the student performance in the final examination of multi-tier application development (IS333D) course in the Information Systems (IS) Department, College of Computer and Information Sciences (CCIS), Princess Nourah Bint Abdulrahman University (PNU). A sample of final exam results for the third year IS students is compiled and tabulated for evaluation using Rasch measurement model. This study shows that the student performance for the set of IS333D final exam questions comparatively good. This confirms that most of the students able to achieve the three levels of Bloom's taxonomy. The result generated from this study can be used to guide us to determine the appropriate improvement of the teaching method as well as the quality of question prepared.
    Keywords: item analysis; item difficulty; performance measurement; person fit; Rasch models.
    DOI: 10.1504/IJCEELL.2017.10003461
     
  • Using effective and adequate IT tools for developing teachers' skills   Order a copy of this article
    by Eugenia Smyrnova-Trybulska, Nataliia Morze, Tatiana Pavlova, Piet A.M. Kommers, Iryna Sekret 
    Abstract: This article describes preliminary results of the implementation of Work Package 4 'Selection and testing new IT tools' within the framework of the international research network IRNet (www.irnet.us.edu.pl) and by researchers from partner institutions from Portugal, Poland, Ukraine, Russia, Czech Republic, the Netherlands and Turkey. These results relate to an analysis and study of a category of IT tools for making presentations and didactic videos, for formative continuous assessment (real-life and online), remote collaborative work and virtual meetings, virtual rooms, learning management systems for educational process support, online tutoring and social media. The package period has been divided into main stages: 1-5.
    Keywords: didactic video; formative continuous assessment (presence and online); LMS system; online tutoring; presentation; remote collaborative work and virtual meetings; social media; virtual rooms.
    DOI: 10.1504/IJCEELL.2017.10003679