Displaying all 3 results
- Conference Session
- Computers in Education 2 - Programming 2
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Safia Malallah, Kansas State University; Khaled Nasser Alsalmi, The Public Authority for Applied Education and Training; Joshua Levi Weese, Kansas State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Computers in Education
CT awareness among leaders andpractitioners, builds traction by relating CT to local goals, educational initiatives, or reformefforts, connects teachers to help them explore grade-appropriate implementation, and createsopportunities to practice CT learning activities.Related WorkMalallah investigated complications associated with adopting a U.S.-based STEM outreachprogram into the Kuwaiti educational system. The program focused on teaching CT viaArduino and Scratch to students in grades 6–9. Malallah used pre-post self-efficacy surveys todetermine increased CT awareness. Survey results revealed that, although students wereconfused about some CT concepts, their overall CT knowledge improved after the STEMoutreach program [19]. In a
- Conference Session
- Computers in Education 4 - Online and Distributed Learning 1
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Sunay Palsole, Texas A&M University; Jeff Chernosky, Texas A&M University; Randy McDonald, Texas A&M University Engineering
- Tagged Topics
- Diversity
- Tagged Divisions
- Computers in Education
such asenvironment, learner aptitude, and course design elements [2]. The distinct effect specific tostudent engagement and learning strategies could potentially contribute to student satisfaction[3]. Studies have shown faculty reluctance to accept online learning as a valid modality ofteaching and learning. Additionally, as recently as the spring of 2020, surveys identify a strongbelief among faculty that online courses will lead to lowered student performance [7]. Thisdisdain of the online experience is exacerbated by students’ lack of confidence, insufficientsupport, poor course design, inadequate feedback, and lack of instructor presence in the onlinelearning environment [8]. Shen [9] noted self-efficacy as the critical component
- Conference Session
- Computers in Education 7 - Modulus 2
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Ahmed Ashraf Butt, Purdue University at West Lafayette; Saira Anwar, University of Florida; Muhsin Menekse, Purdue University at West Lafayette
- Tagged Topics
- Diversity
- Tagged Divisions
- Computers in Education
. For instance, Linet al. [19] used three different survey instruments. They captured students’ conception (i.e.,students’ mental representation of self-learning), approaches (i.e., ways that learners used mobileapplications to facilitate their learning process), and learners’ profile (students’ understanding ofthe application usage). Their study categorized students’ experiences and found a correlationbetween the students’ approaches to adapt mobile learning and their learning approaches.Another study [20] used different students’ experience constructs (e.g., perceptions, self-efficacy, and behavioral intention) as a measure to understand the students’ mobile learningadoption. Their analysis revealed that students’ experiences such as