Theory (ELT). Experiential learning was introduced byJohn Dewey in 1938, and later refined by Kurt Lewin and David Kolb. Dewey describedlearning as a process of participating in an activity, reflecting on that experience and later usingthe conclusions when doing other activities.3 Lewin, a social psychologist, believed that thechallenge of modern education was how to implement “concrete experience” based on Dewey’sprocess.4 Kolb unified the process in 1984 as the “Experiential Learning Cycle”, which connectsthe four actions of learning.4 Kolb’s cycle depicts experience explained by reflection, reflectioncreating new concepts, and new concepts used to plan new experiences. He refers to the cycle asconcrete experience (CE), reflective observation
becoming a routine mode ofinteraction. Industries are evolving to multi-national and/or global-centric entities. Findingsfrom this student – centered collaborative experience are discussed and some of the uniquechallenges are identified.II. Literature ReviewThe literature pertaining to this field has grown rapidly and reflects a number of importantcharacteristics. The field spans topics on “Student reflections on the use of Collaborative Page 26.1186.4Technologies in a globally distributed student project” to "The design and implementation of alearning collaboratory” that focuses on the process of collaborative learning. A summary ofrelated research
feedback, and provoking reflection. Packet-Tracer provides scaffolding inthe form of corrective feedback. According to Jaehnig and Miller the types of corrective Page 26.581.6feedbacks commonly used are:24 1. Knowledge-of-Response (KOR), which simply indicates that the learner’s response is correct or incorrect. 2. Answer-Until-Correct (AUC), it requires learner’s to remain on the same test item until the correct answer is selected. 3. Knowledge-of-correct-response (KCR), which identifies the correct response i.e. it directs the student to the correct responseAccording to Moreno15 “The importance of feedback in promoting
strong tool for dealing with this problem.12 Simulation is a problem-solving exercise that is undertaken collaboratively and may besolved through a combination of character identification, shared decision making, investigativeinquiry, and reflective practice within a scenario context (Fisher, 2005). Although the importance Page 26.582.5of hands-on labs to the technology curriculum cannot be denied, Garcia (1995) cites severaladvantages of computer simulations compared to laboratory activities.13 First, there appear to beimportant pedagogical advantages of using computer simulations in the classroom. Second, thepurchase, maintenance, and
local school in thedistance learning network. An on-line real-time monitoring system can also be used for theclosed book exams. Examination questions should reflect the course objectives.2. Weekly performance check on laboratory assignmentsMeans need to be designed so that faculty can review the activities or laboratory results thatstudents need to complete. This will require weekly performance checks on laboratoryassignments. One way to do this is to schedule one-on-one sessions between students and theinstructor. This can be done with an on-line chat, telephone conversation, or a two way videoconferencing using computer software applications that the faculty can view students workvia a webcam.3. Laboratory review test questionsReviews for
engineering problems and development of solutions.Table 1: Pre Survey Responses Question or Statements Yes No Likert Scale Rating 1 2 3 4 5 Do you have an international education experience 18% 82% such as study abroad? I can communicate effectively at least one foreign 18% 82% language I am familiar with SI Units for problem solving 100% I am familiar with engineering and technology related 20% 80% standards and specifications outside USA U.N. Millennium Development Goals, which USA 10% 27% 63% supports, also reflect the need for a
waseither the same or even better compared to traditional and hybrid models. This fact almost lookslike a negative correlation between the students' feedback and their actual performance in theclass. During 2013 class offering there was more time devoted to the interactive activitiesbetween the faculty-students and students-students. This means that even less time was devotedto the theoretical material normally presented in the traditional lectures and students were"forced" to spend even more time studying. The reflection of this is the best students'performance - 83% average and 10% standard deviation in the final exam. The grade distributiondemonstrates that the number of A and AB students is increased, and the number of C, CD, andF grades is
Survey The frequency distribution presented in Figure 7 is useful because it abstracts from the issue of the changing size of the engineering technician and technologist workforce by plotting the density of each age group, by decade. In contrast, Figure 8 presents actual age frequencies of engineering technicians and technologists over the last four decades, thus reflecting both the age distribution and the total number of these workers. The broad pattern is comparable to Figure 9: the engineering technician and technologist workforce has aged over the last four decades with no sign of taking on younger workers. In addition to the aging of this workforce, the workforce