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The aim of this research has enabled us to establish the influential relationship between factors associated with e-learning, such as individual impact and depression, and the mediating role in psychological distress and computer anxiety related to the fear of failing an academic year in times of COVID-19 in university students at two universities in the Arequipa region of Peru. The methodology used was developed in two stages; in the first stage, an Exploratory Factor Analysis (EFA) was performed, which enabled us to compare the initial results from the theoretical matrix proposed with the observed matrix; in the following stage, a Confirmatory Factor Analysis (CFA) was performed, as an analytic condition for the factors and to determine the robustness of the proposed model. For this purpose, the Structural Equation Modeling (PLS-SEM) was used, based on partial minimum squares. The sample for the study was made up by 252 students. It is concluded that there are significant influential relationships among the variables observed, such as the individual impact of e-learning, depression, mediated by psychological distress and anxiety for fear of failing the academic year, Peer Reviewed

This work sets out the results of a teaching innovation project applying the flipped classroom model in the Knowledge of Mathematics module on a bachelor’s degree in primary education over two consecutive years at a university that exclusively uses online teaching. This model is used with the aim of stimulating the students’ working methods and improve their intrinsic motivation. The research evaluates the impact of the flipped classroom on academic performance in the subject and collects information on student satisfaction with the development of the experiment. This is a pioneering study as it analyses learning outcomes with mathematical content in university-level classes delivered online synchronously on a permanent basis and not owing to exceptional circumstances such as the Covid-19 pandemic. To do this, specific videos were developed, which students had to watch, with various practical exercises embedded in them to be done before classes. The marks from these exercises along with the final grades for the course are considered to assess the learning outcomes throughout the semester. The results obtained were clearly positive both in performance and in terms of students’ motivation and awareness of their own learning process, as well as the contribution of this proposal to improving their teaching–learning process, essentially through greater student involvement in and commitment to the subject, Peer Reviewed

Online learning has become important approach in education nowadays, that requires practical changes at all levels of education. These educational changes can be best noticed through students who have experienced three phases on learning in higher education: Pandemic era-the isolated learning from homes, hybrid learning-home combined with in-class learning, and the recent/traditional phase: all-in-class learning. As such, 159 students/future teachers participated in the study in order to see the differences regarding online learning and their attitudes towards inquiry-based learning (IBL) in English classes. The results reveal that future teachers did not have any previous experience in online learning before Covid-19 and they are not eager to learn online, however, if they have to, then inquiry is their best learning as it triggers their critical thinking and self-paced learning, especially focused in the ‘Exploration Phase’. The study concludes that inquiry-based learning via online is considered very powerful, however, teachers need to effortlessly embrace novice, ‘ad-hoc’ practical educational changes, as these current development practices require pedagogical training practices for online teaching, in line with substantive application of the online teaching tools, Peer Reviewed

The aim of this research is to describe the impact of implementing an integrated STEAM Project in mobile technology on the Mathematical Reasoning ability of elementary school students and to describe the process of designing an integrated STEAM Project and mobile application. A quantitative descriptive and quasi-experimental research design was employed, with data collection of test (pre-test and post-test), and Questionnaire A pre-test, and post-test was administered to determine the impact of the STEAM Project on students’ reasoning abilities. A sample of 130 fifth grade students, 70 female students, and 60 male students from different elementary schools in Meuraxa District, Aceh Province, Indonesia participated in the research. Results show that an empirical analysis of mobile technology is valid and feasible for use with fifth grade elementary school students. Prior to implementing the STEAM Project, the average pre-test of reasoning ability was 40.44 with a standard deviation of 10.27. After implementation, the average score improved to 84.01 with a standard deviation of 7.31. The results of a Paired Sample Correlation obtained a mathematical reasoning ability score before and after implementation of the STEAM Project of 0.452. The calculations in the N-GAIN test table for the implementation of the STEAM Project on Reasoning Ability found 76 students, or 58.46 %, in the high category, and 54 students, or 41.54%, in the medium category. The results of this study provide information, and recommendations for the development of learning models that could improve reasoning abilities. The project could be used as a reference template to accelerate the recovery of quality education during challenging times such as a pandemic, Peer Reviewed

The classification of living things learning in school faced some obstacles, one of which was the difficulties in presenting the specimen of real living things. One of the advanced information and technology products in the form of digital or virtual-based learning media was expected to be the solution to this problem. Through this research, a virtual garden learning media was developed as an alternative learning media for the classification of living things. This development research (Design-Based Research) used an ADDIE model (Analyze, Design, Develop, Implement, and Evaluate), which consisted of five stages: analysis, design, development, implementation, and evaluation. The development of the Virtual Garden application started with creating the workflow and wireframe, creating the 3D asset using Blender Software, producing the virtual garden interactive media using Unity-3D software, and adding the C# programming. This research involved an expert in learning media and an expert in Science Learning content as the validators. The results of Virtual Garden validation showed that this application had been valid and relevant to be used as a Science/Biology learning media on the classification of living things topics. Based on the implementation results, the students gave positive responses to the use of Virtual Garden in learning, Peer Reviewed

The thesis explores the development of strategic plan to design a platform aimed at addressing the problem of financial illiteracy. The primary objective of the thesis was to design an online platform that provides educational resources and advisory services to combat financial illiteracy. To achieve this goal, thorough research has been conducted on the industry, delving into its current state, trends, and challenges. Understanding the industry landscape has served as a foundation for formulating an effective strategic plan. The study also focuses on understanding the potential end users of the platform. Through in-depth analysis, this thesis aims to gain insights into their needs, preferences, and behaviours. This understanding played a crucial role in shaping the platform's features, usability, and user experience. Additionally, the thesis examines existing competitors in the market. By conducting a comprehensive competitor analysis, it has been tried to identify the strengths and weaknesses of established players in the industry. This analysis facilitated the development of a unique value proposition for the proposed platform. A significant aspect of the thesis involved exploring design alternatives for the platform. This project discusses different approaches, considering factors such as user interface design, technical infrastructure, and scalability. A crucial point of consideration is the debate between open- source and proprietary software, weighing the advantages and disadvantages of each approach. Lastly, financial projections are also included in the thesis to assess the platform's potential viability. This has been done by conducting a detailed financial analysis, forecasting revenue streams, cost structures, and potential growth trajectories. These projections aim to provide valuable insights into the platform's economic sustainability and future prospects. Based on the comprehensive research and analysis, the thesis concludes that the development of a

Nine European technology universities constitute the Unite! Alliance, a network that creates a new model for a virtual and physical European interuniversity campus through close cooperation, physical and virtual mobility of members, joint programmes, communities that support teaching innovation, and open and entrepreneurial innovation networks. The Metacampus virtual campus platform is an important aspect of this framework. All participants in the Unite! Community can join at the Metacampus, which coexists alongside other universities' virtual campuses. It must become a valuable and useful tool for a wide range of users who are used to very different tools and processes, which is only one of the many difficulties it faces. The Moodle platform was chosen as the base for the work, and it was decided to maximise its features while minimising the amount of new innovations required to achieve the goals. After four years, the number of users who have registered and taken part in the activities that have been suggested enables us to draw the conclusion that the path is the right one for handling a challenge like the design and execution of a multi-university virtual campus., This work has been supported by Unite! Alliance that has received funding from the European Union's Horizon 2020 research and innovation programme under grant agreement No 101017408, and Co-funded by the Erasmus+ Programme of the European Union., Peer Reviewed, Postprint (author's final draft)

Purpose: To analyse the impact of the compulsory adaptation of teaching brought about by Covid-19 in quantitative subjects, taking into account the technological, pedagogical and content-related aspects of the TPACK model. Design/Methodology: A structured questionnaire with differentiated blocks with closed and open-ended questions is applied. The data collected from 215 students are analysed descriptively and inferentially using Student's t-test. Sentiment analysis is carried out on the text collected from the survey’s open-ended questions. Findings: By applying e-learning under the TPACK model, lessons are redesigned in a way that encourages participation and follow-up. From the results of the survey carried out with students with a face-to-face profile, the positive assessment of the method and the tools used stand out. Practical implications: The use of technological tools and, above all, how they are introduced in the classroom improves student acceptance, thereby reducing the probability of students dropping out, especially among those with a strong face-to-face profile. Originality/value: This evidence-based research offers to address the shortage of conceptual models suitable for teacher training, not only in technology and its use but also in how to apply it effectively, including the knowledge, skills and abilities needed to implement it, Peer Reviewed

Due to the COVID-19 pandemic, online teaching methods have gained more interest. Most formats of teaching can be easily transferred into an online format from a technical point of view. However, this is more difficult for practical courses in a laboratory. Together with partners from three European universities, we tackled the issue of providing a practical online course for higher education levels in the framework of the EuroTeQ university. In this work, we present our concept of the course and discuss the course goals and further improvements. We tested the remote lab setting in order to offer the course on a yearly basis in future. The remote lab was focused on energy engineering and was open to students from different engineering disciplines and countries. The course was comprised of three blocks, each consisting of one lecture on the broader context of the topic and one experimental laboratory session. The experimental session was streamed via a video broadcasting service. Students were required to either deliver a written report or to write a newspaper article for each of the three blocks. The learning outcome of the course was that students on the one hand learn about the technologies discussed in the course and on the other hand learn about intercultural communication skills. The goal was to show the diversity of technologies and to show the significance of each technology for a specific country. The online experimental sessions proved to deliver a clear explanation of the topic for the students when provided with sufficient course material adapted to online formats. Contrary, keeping a high level of interaction with students during remote experiments was found most challenging.

First-generation students have been a focus in higher education research over the past ten years. However, limited attention has been paid to engineering students who are the first in their generation to enter university. The paper reports on data collected as part of a longitudinal study of first-generation engineering students at a South African university during the early stages of the pandemic. First-generation students, who already face multiple difficulties in their educational journey, were confronted with a juxtaposition during the lockdown. As engineering students, they are inducted into technical approaches to problem-solving via systematic and analytical exploration. Levi-Srauss contrasts this notion of the ingenieur, grounded in the Enlightenment belief in the superiority of rational scientific reasoning, with the bricoleur, who finds solutions by “doing things with whatever is at hand”. With the lockdown period being less amenable to structured problem-solving, students often had to resort to more improvised approaches to accommodate their studies and their shifted precarious everyday routines. The study not only adds to literature on firstgeneration engineering students, but also provides insight into the ways in which these students cope with obstacles over which they have little control. In the process a picture of resilient agency emerges that challenges a narrow deficit view of students with limited resources.

A monitoring system embedded into a virtual learning environment (VLE) can assess student progress to ensure no student is left behind. This is significant to support student engagement and learning in a blended transferrable skills and research methods module delivered to over 1,200 students from 15 different postgraduate engineering and business courses at a UK university. Therefore, this short paper addresses the question, “How can a monitoring system for student progress be implemented in the VLE?”, through a reflexive evaluation of a monitoring system that recognises individual student’s weekly progress using a series of badges. A badge is awarded to a student when they have successfully completed or passed a set of required learning activities, and it enables students to self-monitor their progress. As a work in progress, this short paper presents a way to implement a monitoring system using badges in a large class VLE, along with an initial discussion about the challenges for implementing this system and the use of this system to prompt interventions. Further research will advance this short paper by examining the impact of badges to motivate student engagement and learning

Aquest projecte està constituït pel desenvolupament d’una aplicació mòbil amb funcionalitats pròpies d’un campus virtual. La realització s’ha dut a terme mitjançant un framework que permeti l’exportació a les dues plataformes de dispositius mòbils més usades. En aquest es comprenen totes les etapes necessàries per al seu desenvolupament, així com la conceptualització, prototipat, testeig i desenvolupament. La problemàtica que s’intenta resoldre amb la producció de l’aplicació, és la necessitat per part dels estudiants del centre de disposar d’una eina de fàcil i ràpid accés, que permeti la consulta d’informació relativa als dos campus virtuals que utilitzen en el CITM, unificant així les funcionalitats bàsiques dels dos en una sola eina. Com a objectius del projecte, a més a més d’aconseguir l’aplicació descrita adaptant la informació relativa a classes, sistema de missatgeria i tasques, es busca la consolidació i aprofundiment en els coneixements de Flutter per part de l’autor del treball. Addicionalment, també es busca la investigació i aprenentatge sobre el Scrapping com a tècnica per a extreure informació. A part de l’autor del projecte per l’experiència i els coneixements adquirits al llarg de projecte, els principals beneficiaris són els estudiants del centre que es disposin a descarregar-se l’aplicació, ja que obtindran un producte útil i inexistent en l’actualitat al campus. La totalitat de tots els objectius descrits en el projecte han sigut assolits satisfactòriament durant el transcurs d’aquest, deixant com a resultat l’aplicació amb totes les funcionalitats pensades en la conceptualització amb un correcte funcionament. De cara al futur, també es plantegen canvis i implementacions per a millorar i fer créixer els serveis proporcionats en l’aplicació.

We participated in collaborative development of more than six hundred comprehensive online teaching materials for higher professional schools in the Czech Republic. The paper focuses on explaining the procedures and methods that we used to make the development process as efficient as possible, which was necessary with respect to the quantity of the materials and the limited time. Managing the logistics was the key, as several hundred people took part in the project. We are also describing, from the edagogical point of view, the OER structure, its division into educational blocks, and types of educational objects.

Approaches such as problem and project-based learning (PBL) are the cornerstone of modern engineering curricula. With a growing need to move these student-centred active learning curricula to online and blended learning environments due to issues including increasing cohort sizes and limited budgets, it is essential that instructional designers in engineering education understand the impacts that these differing mediums may have on student collaboration. This study is the beginning of a body of work with the aim to develop effective teaching and learning strategies for team project-based learning in online and blended learning environments. This case study was carried out in an Irish university in 2021 in a first-year engineering module during the COVID-19 pandemic. The study followed an explanatory mixed methods design in which a questionnaire and semi-structured interviews were utilised to collect data. The research data was gathered in two phases. Phase 1 included a questionnaire with both closed- and open-ended questions (N=94). Phase 2 was based on semistructured interviews (N=7). This paper will focus on the qualitative datasets, including the open-ended questions and interviews. After completing a thematic analysis, we identified six themes and eighteen sub-themes that affect students’ perceptions of team project-based learning (PBL) in an online environment. Each of these themes are discussed within this paper. The paper concludes with an outline of future research plans for the ongoing project.

Este trabajo final de grado consiste en realizar un prototipado y conceptualización de una página web basada en una plataforma de formación digital ya existente. Esta plataforma se conseguirá a través de establecer contacto con una empresa real que en este caso será Graó, la cual es una editorial de libros y revistas de pedagogía y educación. Estableciendo una relación de empresa-cliente y manteniendo comunicación con Graó, se facilitará todo tipo de material necesario para el desarrollo del proyecto. Se realizará un estudio profundo del usuario de la plataforma y de esta manera se podrá diseñar tanto la parte conceptual como gráfica de la web, mediante la metodología de diseño centrado en el usuario. Para el desarrollo del prototipado, primero se creará la parte conceptual de la página, teniendo en cuenta tanto el análisis heurístico y las entrevistas de análisis de errores de la web inicial, realizados previamente. Gracias a la herramienta Figma, se diseñará la propuesta gráfica y se añadirá animación básica a la plataforma. Finalmente se realizará una última entrevista de usabilidad eyetracking, con la que se podrán detectar errores nuevos gracias al seguimiento ocular y los mapas de calor de los usuarios. Una vez ya realizado la última entrevista se realizarán los cambios convenientes y se enviará el resultado final al cliente.

Atenea is the Moodle virtual platform of the Universitat Politècnica de Catalunya (UPC) with about 31000 users and 5000 active subjects from 16 school centers. Atenea indicators give information on the teaching activity of the users and centers. This is specially relevant when teaching is online, as was the case in the Covid-19 period. The UPC already has a Atenea’s Bussines Intelligent platform (BI), which has recently been launched. In this 1st phase the Institute of Science of Education (ICE) has actively participated in the design of the application. Currently it shows basic indicators over a period of time where one can filter or compare by centers or type of users. The paper presents this design and make a proposal for the extension of the BI, for the future, with respect to: 1) the inclusion of some key indicators for measuring the subjects’ activity, 2) a proposal for cross-referencing data with academic performance.

Learning to learn is one of the generic skills that are important to becoming an engineer. One outcome of the education is to be prepared for a role as an engineer with lifelong learning. In this paper, I convey experiences gained from two different approaches when implementing “learning to learn” into engineering math courses. The first approach, learning to learn was added to a mathematical course as a “bolton” approach in two initial pilots. A second approach was to include learning to learn in the course. In this approach, I wanted to utilize feedback cycles and provide information on learning to learn “as needed”. Interviews of students and experiences from the pilots have been analyzed using thematic analysis. Two different experiences were described by the students in the two classes that were included in the pilot. In one group, the smallest of the two pilot classes, not a single student dropped out in the remaining three-year of the study program. The program had a major impact. The other group, the biggest class, was more resistive. In the second approach, I wanted to utilize the role of a mathematics teacher. Here I could use the authority and the relation as a math teacher. However, introducing learning to learn as a teacher conflicted with the role as a teacher. Here I discuss key findings from four focus group interviews, in addition to my experience as a teacher, that can help to plan future course design when learning to learn is included.

Fonaments matemàtics is a required 1st year subject in engineering career at the university EPSEVG (Universitat Politècnica de Catalunya) with approximately 270 students enrolled each semestre that traditionally it had a medium pass rate. Over the last 6 years we have introduced gradual changes in the teaching planning of it with the idea of achieving: 1) that students work throughout the course, 2) leveling knowledge and 3) reduce the number of students not presented to any exam. The changes have been implemented and corrected based on our feedback from students (engagement, grades, acceptance and survey assessments). The introduction of the calculator, laptops and tablets in everyday life and the use of the tools of the UPC virtual platform have been key. In this contribution, we present the strategies used and the good results obtained.

Covid19 outbreak has seen eLearning becoming a viable alternative to the traditional face-to-face teaching globally. Software engineering education has not been an exception to these changes. The use of multimedia enhanced eLearning communities is also on the increase in the teaching of software engineering. However, there is limited research on the acceptance of such tecnologies by African learners. Some of the multimedia being used to enhance these learning communities includes animated pedagogical agents (Pas) combining text, animation, audio, and video. Considering learner differences and aiming to achieve personalized learning, there is a need for institutions to understand how such tecnologies are being accepted by learners and the factors that influence the acceptance. This study focuses on the acceptance of pedagogical agent enhanced eLearning communities by Southern African learners in the teaching os Software Engineering. The aim of the study is to identify the factors that influence the acceptance of such communities. This will help eLearning designers to try and address the needs of learners in diferent contexts to achieve personalized learning. This study involved 137 software engineering students from South Africa and Zimbabwe who were being introduced to eLearning cimmunity enhanced with Pas. The unified theoryof acceptance and use of technology2 (UTAUT2) was used in this study. The study revealed that only performance expectancy, and hedonic motivation constructs ha dan effect on behavioral intention to use these eLearning communities enhanced with Pas.

Six Higher Education Institutions (HEI), from different European countries (Estonia, Ireland, Poland, Portugal, Romania, and Spain) joined forces in 2018 to launch a shared Erasmus+ Project under the Key Action - Cooperation for innovation and the exchange of good practices. The project's “heart and soul” was to provide an online course on fundamental mathematical themes that would serve as a base for the specialized domain of engineering mathematics. Upon its approval and funding, partner institutions have developed a common platform for students and professors interested in Fundamentals of Linear Algebra and engineering applications. A mathematics on-line learning model was developed from the scratch and is now available in seven different languages. As presented in the project proposal, the student competition activity was introduced as a Learning/Teaching/Training activity (LTT) and it was established inside the online course setting and framework to add an international dimension to the studies of the enrolled students. The students’ competition in EngiMath project, connected learners from different countries through common tasks. It has settled an open international space, where students could deal with assessment “stresses” in an indirect and ludic manner, promoting, in a gamification way, their self-confidence when dealing with on-line tasks, tight schedules or even “against the clock”, motivating them to complete the course and to avoid drop out behaviour. Despite all of the pandemic limitations that all partner members had to cope with, the students' competition can be considered one of the Project's main triumphs., Peer Reviewed, Objectius de Desenvolupament Sostenible::4 - Educació de Qualitat, Objectius de Desenvolupament Sostenible::4 - Educació de Qualitat::4.3 - Per a 2030, assegurar l’accés en condicions d’igualtat per a tots els homes i dones a una formació tècnica, professional i superior de qualitat, inclòs l’ensenyament universitari, Objectius de Desenvolupament Sostenible::4 - Educació de Qualitat::4.4 - Per a 2030, augmentar substancialment el nombre de joves i persones adultes que tenen les competències necessàries, en particular tècniques i professionals, per a accedir a l’ocupació, el treball digne i l’emprenedoria, Postprint (published version)

EngiMath is a 3 ECTS online course in engineering mathematics, in seven different languages, and it is the main and practical output of the ERASMUS+ project entitled “Mathematics online learning model in engineering education” in which the authors were participating. The course is integrated with Learning Management Systems such as Moodle and it is compatible with other platforms using Learning Tools Interoperability. Once the project is finished, authors undertake, with the support of the Institute of Education Sciences at the Universitat Politècnica de Catalunya-BarcelonaTECH (UPC), an innovation project, EngiMath@UPC, with three practical objectives: a) to incorporate EngiMath into the teaching activity of the widest as possible range of students at UPC, b) to gather students and faculty feedback regarding the tracking of materials and their performance in the student training process, and c) to statistically analyze the data collected in order to validate and adjust the follow-up of the materials. In connection with the above mentioned objective b) a training course addressed to the math professors has been prepared at UPC. The paper introduces, on the one hand, the EngiMath course as an online open educational resource for the academic community benefit, and on the other hand, analyzes the valuable feedback given by the training activity participants. Details on the online course implementation as well as main conclusions will be presented and discussed throughout the document.

Pedagogical developments in the virtual learning environment (VLE) are constrained by technical expertise which impacts the design and delivery of online learning, including the implementation of varied feedback strategies. In recognising this dilemma, the paper addresses the question, “What are the technical and pedagogical challenges of implementing feedback strategies in a VLE?” This short paper presents an initial critical, reflexive account on the challenges to embed and manage feedback strategies, including automatic feedback, peer feedback, and tutor-led feedback, on the VLE of a blended module provided to over 1,200 engineering and business students at a UK university. As a result, the authors recognise the importance of upskilling engineering educators to technically innovate their VLEs to enhance student learning and connections through feedback. Further investigations to evaluate the impact of the varied feedback strategies on student learning will occur at a later stage in order to advance this work in progress.

Remote working enables organisations to have location- and time-independent business processes. Working life practices should also be applied in higher education. Lapland University of Applied Sciences' ICT education in Finland met the challenge by developing an online internship concept that improves cooperation between the university and industry and promotes the content and quality of education. This paper describes the experiences of the research project of online internship models. Oral feedback from students (N = 12) and companies (N = 6) were analysed along with the online internship concept during 2021. The concept includes three types of process models. Based on the idea that business and industry representatives are active players in the process. The supervising teachers and technical support staff of Lapland University of Applied Sciences (UAS) acted as a support network. Results confirmed the notion of the usefulness and suitability of the concept for the purpose. The marketing of the concept was supported by a process website. The challenges found focused on, for example equipment resources and the pedagogical skills of industry representatives. The concept can be generalised regardless of the field.

Greater collaboration is required between universities, industry and society to provide the engineering education that will tackle society’s challenges. Work-based learning (WBL) programmes offer an industry-aligned, academically-informed education to support such socio-economic development. Co-design of such programmes is vital with responses to the COVID-19 pandemic innovating alternative ways to design programmes. Knowles et al (2021) [1] outlined an approach to online programme co-design in the UK university context, framed using Signature Pedagogy and through online conferencing and Miro (online whiteboard). Subsequently, the approach has been utilised to co-design a WBL degree programme in Electrical Engineering in Eswatini, supported by Knowles and other UK and Eswatini colleagues. This paper compares and contrasts cases from UK and Eswatini, and from this address the research question, “What considerations are required to support an effective online process to co-design a work-based learning programme in Engineering?” A collaborative autoethnographic methodology based around field notes, observations and reflections is used to allow exploration across pedagogy, technology, work practices, expectations and challenges. Many aspects of the approach worked well in both cases (for example, effectiveness of Signature Pedagogy, Miro as shared space), whereas differences arose related to limitations in the synchronous use of technologies, and readiness to adopt an outcome-focused approach. Addressing these differences, along with balancing progress against full participation and having clear expectations of participants, are key considerations in online co-design of WBL programmes. Moreover, the approach of Knowles (ibid) has shown to be adaptable with potential for broader adoption.

In engineering education, and in work life in general, the past two years have been struggling with Covid-19 pandemic. When considering studying, learning, and working, the teachers and other facilitators have been forced to create innovative methods for online working, aiming to good work efficiency, student engagement, and learning results. Along the development of various online working possibilities, it has been noticed that especially interaction among participants in synchronous online sessions is a challenge. Even if some participants are actively discussing and working in online sessions, some participants remain very silent and indistinguishable. Furthermore, even though the technical tools for online working and learning have developed rapidly during the recent years, technical problems still exist quite often. There are numerous ways for increasing interaction in online sessions, including, for example, asking questions, using camera, utilizing chat or third-party applications like Padlet, and small group discussions in breakout rooms. In this paper, we will present how we utilized Zoom-stamps in two types of workshops. The basic idea in utilizing Zoom-stamps was to increase interaction and communication among participants and help them to further develop ideas created and discussed in the workshop. The lessons learnt from the first type implementations were considered when planning the second type implementations. We will describe the pros and cons of the Zoom-stamp utilization in synchronous online working as well as share our future development ideas.

Although society, governments and the business sector are increasingly demanding that Higher Academic Centers translate their innovative potential into products and services that affect society, little is known or done about the entrepreneurial skills that both lecturers and students need in the context of electronic engineering academic degrees. Inevitably, the fact that some teachers lack certain skill sets will have a negative impact on some students’ professional careers. This article demonstrates a range of initiatives in knowledge transfer which have been carried out over more than 30 years by the university research team making the proposal. Such initiatives have allowed the integration of, not only creative thinking, but also other skills differing from traditional teaching and which can help students to successfully compete for jobs requiring higher qualifications. Following the methodology of a case study within the framework of the Polytechnic University School of Vilanova i la Geltrú (EPSEVG) of the Polytechnic University of Catalonia (UPC), the novelty of the research lies in its focus on the results obtained. In the 1990s, entrepreneurial initiatives encouraged the creation of reference laboratories and the teaching of innovative subjects in the field of virtual instrumentation. Years later, this teaching activity would be complemented by the launch of lines of research/technology transfer. It should be noted that, in its initial stages, this entrepreneurial trajectory was characterized by limited material and human resources, but thanks to the discovery of little-explored areas of activity (niches), opting for working in cooperation networks (sciencetechnology symbiosis), and the entrepreneurial profile of the members of the research team, it has been possible to gain a space in the research/development of marine technologies in the national and European context, as stated in the text. This empirical research has contributed significantly to shaping a, Peer Reviewed, Postprint (published version)

Through an initial documentary analysis of the flipped classroom in the context of a pandemic and of the new pedagogical models based on active methodologies or pedagogies and cooperative learning, the experience presented below is part of an innovation project based on the design of cooperative activities focused on students to enhance their meaningful learning and with the aim of improving their satisfaction and motivation and thus, as a consequence, their academic performance. For the evaluation of this experience, in which 29 students from the theoretical-experimental subject of General Chemistry participated from the Technological Bases Engineering training plan of the Universidad Católica del Norte, three data collection instruments wre administered based on the use of the questionnaire and the interview with the students during and at the end of the experience. The main results show high acceptance and satisfaction with the design of the innovation; an improvement in the development of teamwork competence; and a significant impact of the active methodologies and cooperative learning strategies implemented in increasing the academic performance of students, Peer Reviewed

MBDEsign: Màster interuniversitari en estudis avançats en Disseny-Barcelona (UPC-UB), La pandemia que arrasó el mundo en 2019 hizo que la educación en línea y los programas virtuales se preocuparan y desarrollaran ampliamente. Este proyecto intenta explorar y estudiar métodos de sanación artística y combinarlos con software virtual, centrándose en la terapia artística, la salud mental y la interacción social en línea. Red y otros aspectos son diseñados, desarrollados y concebidos, con el objetivo de crear una aplicación que pueda tener la función de arteterapia., The pandemic that swept the world in 2019 made online education and virtual programs widely concerned and developed. This project attempts to explore and study art healing methods and combine them with virtual software, focusing on art therapy, mental health, and online social interaction. Network and other aspects are designed, developed and conceived, aiming to create an aplication that can have the function of art therapy.

The academic performance of our students is being presented as a permanent challenge for the academy due to its complex directly associated with the results of learning. So then, it originates the question: do academics’ methodological innovation efforts impact academic performance? To answer this question, we present the results taken from these innovations applied to a Commercial Engineering course at Universidad de Antofagasta. Considering a universe of 251 students in a 4-year time horizon (2018-2021). It is proposed a teaching plan with digital resources for learning and centered in students increasing the interaction with resources and with peers. The goal of the innovation is to improve the average grade point average by at least 5% and the failure rate (will decrease) by at least 15%. The innovation in the subject has increased the percentage of approved and the participation in lessons, Peer Reviewed

La educación es una de las herramientas de transformación más poderosas que existen, pues permite transmitir conocimientos y valores para crear un futuro mejor en todos los estudiantes del mundo. Sin embargo, aunque vivimos en un mundo cada vez más digitalizado y tecnológico, el sistema educativo ha seguido utilizando los mismos métodos pedagógicos de hace siglos atrás. Pero parece ser que por fin este sistema ha cambiado, y está evolucionando constantemente para adaptarse a las nuevas necesidades y oportunidades que se ofrecen. Así se ha podido ver en estos últimos años, donde gracias a la tecnología se ha podido seguir con una educación a distancia pese a todas las restricciones vividas en una reciente pandemia. Es por este motivo que aplicar los grandes beneficios que aportan las nuevas tecnologías podría mejorar de manera muy significativa el aprendizaje en los infantes. Así es como surge como idea la de crear un proyecto que estudie cuán viable es llevar a cabo esta transformación digital en la educación. Para ello, se presenta un estudio de viabilidad económica para una academia online que utilice las nuevas tecnologías disponibles mediante la realización de un plan empresarial. La presentación del plan de empresa tiene como objetivo plantear el plan de marketing, operacional y económico que se llevará a cabo para alcanzar el objetivo planteado de crear una academia online educativa para niños de entre 6 a 16 años con éxito. Se considerará que se trata de un proyecto viable si la inversión inicial máxima de 9.000 € utilizada para fundar la empresa y poner en marcha la idea de negocio, es recuperada en un plazo máximo de 3 años. En caso de darse estas condiciones, se introduce un plan de implantación que se llevará a cabo en los siguientes meses junto con las líneas de futuro de la empresa para acabar introduciendo los planes futuros que se pueden plantear introducir en este negocio

The case study-based module on chemical thermodynamics course (ideal and real gases) was developed to fulfill the needs of undergraduate students in online learning during the COVID-19 pandemic. The purpose of this study was to test feasibility of case study-based module. The case study-based module refers to the 4D model (define, design, develop, and disseminate) by integrating the one group pretest-posttest design at the develop stage. The feasibility of the module was measured through validity, practicality and effectiveness using validation sheet, evaluation test sheet and questionnaire sheet. Data were analyzed descriptively, quantitatively (Wilcoxon Signed Rank Test) and qualitatively. The case study-based module was suitable for one of learning tools, which was proven by the findings that 1) meets valid and reliable criteria, 2) meets practical criteria with support for general achievements students’ very positive response to the aspects of module (construction, material, motivation and case study), and 3) meets the effective criteria by increasing the average score pretest-posttest in medium category which contains the cognitive level of analyze-C4, evaluate-C5, and create-C6. The implication of development case study-based module can facilitate students in online learning during the COVID-19 pandemic so that they will successfully reach the course learning outcomes of Chemical Thermodynamics, which includes mastery of knowledge about main principles of thermodynamics, ability to solve science and technology problems, ability to use information and communication technology based learning resources, make decisions based on the relationship of concepts with laboratory activities, and practice responsibility, Peer Reviewed

En aquests darrers anys de pandèmia, molts sectors han hagut de canviar la seva manera de treballar, adaptant-se als confinaments i a les noves normatives. La docència va passar a ser remota, obligant els centres educatius a buscar noves eines de comunicació que els permetessin fer les classes a través d'internet. Una d'aquestes eines és Discord, que encara que inicialment no va ser creada per suportar la docència remota, té força èxit pel que fa a aplicacions de comunicació entre els centres docents. En aquest projecte, crearem una aplicació per a Discord que ajudi tant a professors com a alumnes a poder explotar totes les capacitats que té Discord com a eina de comunicació, a més de proporcionar noves funcions útils per a les classes remotes., Due to the 2020 pandemic, many sectors have had to change the way they work, adapting to the confinements and new regulations. Teaching began to be conducted remotely, forcing educational centers to look for new communication tools that would allow them to teach classes online. One of these tools is Discord, which, although it was not initially created to support remote teaching, is quite successful in terms of communication applications between schools. In this project, we will create an application for Discord that helps teachers and students to be able to exploit all the capabilities that Discord has as a communication tool, as well as providing new features that are useful for conducting remote classes.

The magnetic field is a more complex and abstract physics subject than other physics subjects, causing students’ low ability to solve problems. So there is a need for learning instruments to overcome these problems, especially when online learning during the COVID-19 pandemic. Research creates and implements an online problem-based learning (OPBL) assisted by digital books with 3D animation to improve students’ physics problem-solving skills on magnetic field subjects. Research aimed to analyze the validity, effectiveness, and student responses to the learning instruments used. The method used in this research is quantitative by using quasi-experiment and survey methods. The results showed that this learning instrument was valid and reliable to use in terms of contents and constructs. According to statistical test results, this learning instrument is also effective in improving students’ problem-solving skills on magnetic field subjects. Furthermore, the student’s response to this learning instrument was very positive, making this learning activity more innovative and fun. Research implies that an OPBL assisted by digital books with 3D animation instruments can be a solution to improve students’ physics problem-solving skills, especially during the online learning period, Peer Reviewed

The need for Digital Education (DE) in higher education has been growing for the past years, as the landscape of education became more diverse and global. It has become apparent with the COVID-19 pandemic that, in terms of width, DE had been mostly neglected so far. In the past year, the master program Global Production Engineering (GPE) at Technische Universität Berlin has been enhanced by a complete digital track, called GPE-Digital. In order to design this online study program a student survey was conducted and lecturers have been interviewed. The results were analysed and requirements for both lecturers and students were identified. Chances and challenges have been identified and a “tool box” for teaching and learning was developed. It contains a multimedia studio, a learning platform, a cloud platform et cetera. Lecturers are supported to develop and adapt their lecture-concepts and to choose the tools needed, which led to a variance of teaching-concepts. In this paper, after presenting the findings of both the interviews and the survey, the “tool box” is presented and its various possibilities for implementation are shown by the example of four different courses offered at GPE-Digital. These examples contain both synchronous and asynchronous teaching and different approaches of preparing joint sessions and lectures. Finally, based on the courses the benefits and challenges are discussed and rough approaches for exploiting the benefits and tackling the challenges are given.

L’objectiu d’aquest treball és crear una aplicació per a Windows que permet repetició espaiada per a millorar l’aprenentatge. Per poderi utilitzar la ho fer, s’han revisat articles acadèmics. relacionats amb la investigació dels efectes de la repetició espaiada tant en àmbits mèdics com en àmbits S’ha estudiat també els mètodes existents per aplicar la repetició espaiada que s’han utilitzat per tal de poder dissenyar una aplicació que inclogui la recerca més recent. Durant la investigació dels antecedents, es va observar que molts estud is concloïen que la repetició espaiada amb intervals de temps creixent augmenta la capacitat de retentiva dels estudiants. També es va trobar que, segons estudis realitzats per un dels principals desenvolupadors de software per aplicar la repetició espaiad a, diferenciar els conceptes segons la dificultat del temari incrementaria la retentiva i disminuiria el temps dedicat. Aquests dos conceptes han sigut en els que s’ha basat l’algoritme dissenyat per a l’aplicació. Per implementar correctament l’algoritme és important poder obtenir i actualitzar informació sobre els ítems usats ràpidament. És per això que es va optar per implementar la solució utilitzant una base de dades SQLite. Això ha permès tenir una flexibilitat més elevada a l’hora de dissenyar l’aplicació així com més eficiència durant l’ús. dades també podrà facilitar el creixement de l’aplicació en el futur. La solució amb base de S’han complert tots els requeriments i objectius del treball, creant una solució que permet realitzar les tasques establertes de manera senzilla i eficient. S’ha dissenyat la solució tenint en compte les funcionalitats que s’hi podrien afegir i l’evolució l’aplicació

The COVID-19 pandemic has had a transformational and potentially long-lasting impact on higher education institutions, with the rapid shift to “Emergency Remote Education”. Two years after the begin of the pandemic, institutions are either returning to presence formats with different speed or converging towards hybrid formats, begging the question what remains of the newly acquired skills and experience with remote teaching and digital learning media? Here, we present the findings of the first European-Union-wide survey on the potential longterm impacts of COVID-19 on higher education, evaluating over 800 responses from students and faculty members of higher education institutions located in 17 different European countries. Our survey – developed in the context of the ide3a university alliance (http://ide3a.net/) highlights possible differences between students and instructors in their attitude toward retaining digital teaching formats and media, examines which formats have increased in use over the course of the pandemic, and investigates which of them are intended to be kept and consolidated post-pandemic. The tools and formats examined in this survey include tools for communication and collaboration, formats of didactic activity, as well as assessment formats. Survey responses reveal that all evaluated tools and format have significantly increased in use during the pandemic and most of them are intended to be used at lower frequency in the future, while still at significantly higher frequency than before the pandemic. Moreover, attitudes toward long-term use of remote teaching and digital learning media seems to be comparable between students and faculty members, except regarding some tools

Project-based learning and flipped classroom approaches are often used for developing team working skills in graduates. However, many engineering schools face efficiency and effectiveness challenges when it comes to facilitating students in these settings. For neuro-atypical (NAT) students, such as those with Attention Deficit Hyperactivity Disorder (ADHD) or Autism, support for developing teamworking skills can be limited. Even neuro-typical (NT) students find teamwork challenging and can benefit from an intervention that supports development of such skills. Self, Co and Shared regulation skills are considered important for effective team working. Regulation is a multi-staged process, which includes goal setting, planning, doing, monitoring and evaluating own and a team's work. Research on use of computer scripts to successfully orchestrate the multiple stages at a shared level shows only partial success. Many Computer Supported and Collaborative Learning studies cite over-scripting as a common criticism related to orchestration of shared regulation and team work. This work investigates "How computer orchestration scripts affect the triggering and internalisation of Self, Co and Social regulation skills in NT and NAT students when using a Computer Orchestrated Group Learning Environment (COGLE)?". COGLE was used with first year neurotypical and neuro-atypical engineering students to study its impact on triggering existing and/or internalising new regulation scripts in team working. Qualitative data from two literal replication cases were analysed. This work shows how different types of scripts in COGLE helped trigger, develop and internalise regulation skills and highlights areas where more work is needed.

While witnessing how rapidly and frequently the human life-sustaining structure of society has changed from the past to modern times, the effects of the Covid-19 pandemic presented us a unique challenge, moving a considerable part of our life more than ever online and showing us the signs that a new era has begun. While the access to information is enormous, there is a lack of proper skills in selecting the best options available to upgrade one’s educational status. Considering how fast education tools are evolving, it has become important to carry out new studies in order to increase and boost the Quality Assurance for E-learning processes in Education. In this context, recently in Malta a new Aerospace Programme kicked off through an MSc in Aerospace Engineering. This Master's has been structured as part-time and online, aiming to attract undergraduates and professionals in aeronautics from Europe, Asia and Africa, providing the skills required by national and international aerospace companies. For these reasons, the course has been chosen as a test case for the potential application of a measurement tool for its E-Learning content quality assurance. This paper describes the preliminary analysis to assess the main Quality Measurement parameter. An uncertainty parameter will be associated with the measurement, which will be improved with the increasing size of the statistical sample and iterations. The uncertainty parameter includes measurement errors, sampling errors, variability, use of surrogate data and the combined effect of assumptions that will be necessary to do in the preliminary phase due to the novelty of the study. Projections suggest that in the proposed study case of the MSc in Aerospace Engineering, the Quality Measurement parameter value will increase in the next few years, thanks to continuous investments, the sharpening of teaching and learning tools, and the growth of interest from the Maltese aerospace sector; it is expected that the uncertainty

This study aimed to examine the development of an online learning application in the physics for school course using the ADDIE model. The application is Learning Management System Supported Smartphone (LMS3), which facilitates pre-service physics teachers to enhance digital literacy. The need assessment was analysed based on learning objectives and designed LMS3 using a flow chart and storyboard. LMS3 was developed by professional programmers, filled with content, and validated by experts. It was then implemented and evaluated in the physics for school course. This descriptive study involved media and pedagogical experts and 40 pre-service physics teachers in Tasikmalaya. Data were collected through literature reviews, expert validation, and pre-service physics teacher perception questionnaires obtained using a Likert scale. The expert validation results were processed using the value equation developed by Aiken. The results showed a validation value of 1, meeting the minimum application requirements. Additionally, pre-service physics teachers positively responded to LMS3, which has good display, function, and effect on their learning motivation and digital literacy, Peer Reviewed

This study aims to develop a network design to meet the connection and interaction needs of students during the online learning process. The research and development method used in this research is divided into four stages, namely needs analysis, design, formative evaluation and revision. The results of the formative evaluation showed the learning design developed has a validity value of 90 out of a maximum score of 115 with a very valid category. This showed the design has good integrity and is feasible to be applied in online learning in higher education. The design also received a practicality value of 83 from a maximum of 165 in the very practical category, and the students gave a positive perception because they thought that the design could be easily followed in their online learning. The effectiveness test also shows that the network design is very effective for student work in online learning. This is evidenced by the difference in the average score of student work in the group using the learning network design and those using content-based and collaborative design. Furthermore, there were significant differences between those that used the network design and those that used the content-based design. However, there was no significant difference in student work results between the group using the network design and those using collaborative, Peer Reviewed

Digital learning has become one of the constituent elements of higher education in many countries. E-learning platforms provides remarkable opportunities to creatively overcome many problems of traditional learning approaches. Nevertheless, E-learning is not flawless, where there are many educational and technical difficulties of implementing online learning in higher education, especially when higher education stands on applied learning. The current study aims to explore undergraduates’ attitudes towards E-learning in applied colleges. It also seeks to expose the most central educational and technical challenges of e-learning. Moreover, it drives to define the educational and technical requirements for ensuring quality e-learning. the research sample consisted of 1650 undergraduates and 37 interviewees who are drawn from five applied colleges in Kuwait (the College of Basic Education, the College of Technological Studies, the College of Business Studies, the College of Health Science, and the College of Nursing). The research design is based on mixed methods (questionnaire and focus groups). The findings revealed that students held neutral attitudes towards e-learning, while the educational and technical challenges are high concerns. Educational challenges and requirements highlighted several themes including instructional support, progress valuation, self-study skills, attention span, interactivity, and class size. Meanwhile, the technical challenges include poor internet connectivity, IT support, LMS interface, training courses. Then, the findings are discussed to draw recommendations and implications, Peer Reviewed

Remote sensing offers Geographic Information Systems specialists the possibility of integrating useful and powerful information into their analyses. As at least a basic knowledge of remote sensing principles and methodologies are desirable for anyone working in the geospatial industry, we include this competence as a mandatory subject in the curricula of our online master’s degree in GIS analysis. The topics of this remote sensing course have been selected based on our experience in the sector, but also with the support of tools like the body of knowledge developed by the GI2NK and EO4GEO projects. These applications can be very useful for anyone starting with the creation of new courses, as they take into consideration the recommendations of experts related to different sectors: from university to private companies, and also from the public sector. The course is fundamentally based on practical work, but since it is introductory and most of the students are not familiar with the principles of remote sensing, it is essential for them to start understanding basic concepts such as electromagnetic radiation, electromagnetic spectrum, spectral signature, bands, etc. After that, they are prepared to start searching the best images for a specific project, perform image enhancements and corrections, compute indices and apply supervised and unsupervised classifications. During the course, students are encouraged to use open-source software to develop the mandatory activities and the optional ones. Most of the tutorials are based on QuantumGIS and some of its main extensions to work with raster data and remote sensing images, but there are also tutorials based on GRASS Gis and SNAP. Nevertheless, students have total freedom to choose any available software (open-source or not) to perform the mandatory activities, and the tutor is open to resolving doubts about them. Finally, the module is designed to practice with Copernicus and Landsat images. The use of these free catalogu