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As online learning becomes a recurrent component of higher education, there have been growing interests in the interaction between students and educational resources within digital environments so as to understand and facilitate students’ initiative in managing those resources. The present study is an explorative inquiry into the relationships between students’ self-reported preferences of study materials, their actual usage of those materials and their learning performances in online learning. It focuses on analysing the learning management system’s log files, test results and students’ responses to an evaluative survey of a bachelor business course at a large Belgian university, which was a blended course turned fully online due to the pandemic circumstance. The first research question concerns how preferences relate to the usage of materials. A cluster analysis was conducted to classify students based on their perceived interest and actual access to learning resources. The results show three clusters of students with different preferences and levels of usage towards the four types of study materials provided in the course. However, the majority showed strong favour for multimedia online learning, with Web lectures being prioritised both in perception and access behaviour, while discussion boards receive mixed opinions and the lowest actual participation. The second question follows these up by linking the preference–usage patterns with academic performances. A multivariate analysis of variance was conducted to compare the learning performances of students with different preference–usage patterns. The results show no significant differences, which means the students’ preferences and/or usage of study materials has little to no impact on their learning performances in the online course. ispartof: European Journal of Open, Distance and e-Learning vol:25 issue:1 pages:16-30 status: Published online

ispartof: pages:170-171 ispartof: Companion Proceedings of the 10th International Conference on Learning Analytics & Knowledge LAK20 pages:170-171 ispartof: 10th International Conference on Learning Analytics & Knowledge LAK20 location:Frankfurt, Germany status: published

Technology can play an important role to meet challenges in society. A Unesco report affirms the role of engineering as driver of innovation, social and economic development, but emphasises the need to transform engineering education to give more attention to a problem-solving approach. The Community Service Engineer (CSE) project starts from experience with the CERA Award. The CERA award is an existing concept that bridges between technological challenges in the social profit sector and master thesis work of engineering students. Two notable results are observed:(1) The social profit sector has benefitted from the skills of engineers, (2) Engineers have been more successful when t11ey better understood the needs of people and organisations their engineering projects serve. The CSE project is developing a European multi-campus joined curriculum that will offer engineers: a sound background in the social profit sector; insights in human-centred design, focusing on end users; thorough insights in assistive technology; practical experience in real settings; more social and intercultural skills to interact with the social profit sector; and a collaborative place to learn in an international environment. The project team is currently putting together the curriculum, based on a broad consultation of stakeholders. The first try out starts in October 2013. For the practical experience CSE builds on the CERA Award experience. Engineering students select a probl1am, listen to the needs and translate the problem into technological questions and solutions. Associated partners (enterprises, chambers of commerce) are involved as link to the market. Via these channels students look for existing technology and translate it for use within the social profit sector. At the final stage, compendia of project results are communicated through the communication channels of the associated partners to screen market potential. Throughout the CSE course, students will be confronted with students from other disciplines, countries and age (secondary level) to present project results and interact. CSE will start as postgraduate course and work towards translation into undergraduate engineering curricula and a networked learning environment. Design objects include: instruction, fostering reflection and critical thinking, creating access to resources, networks and ecologies. The online learning platform will serve as a linking pin for information and expertise within the field. ispartof: pages:1-8 ispartof: Proceeding of the 40th SEFI annual conference 2013: Engineering Education Fast Forward pages:1-8 ispartof: SEFI Annual Conference location:Leuven, Belgium date:16 Sep - 20 Sep 2013 status: published

nrpages: 276 status: published

nrpages: 227 status: published