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Conference

Frontiers in Education Conference 

About: Frontiers in Education Conference is an academic conference. The conference publishes majorly in the area(s): Engineering education & Curriculum. Over the lifetime, 9986 publications have been published by the conference receiving 61391 citations.


Papers
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Proceedings ArticleDOI
01 Dec 2002
TL;DR: In this article, 13 engineering educators and researchers were asked to choose a particular aspect of engineering's future to address and each of the authors has contributed a short piece that has been edited into a discussion of the future as we collectively see it.
Abstract: Thirteen engineering educators and researchers were each asked to choose a particular aspect of engineering's future to address. Each of the authors has contributed a short piece that has been edited into a discussion of the future as we collectively see it. Topics include the stimulating change, the changing university, teaching, learning, research, outcome assessment and technology as well as a look back at predictions for 2000.

333 citations

Proceedings ArticleDOI
11 Nov 1992
TL;DR: In this article, a cohort of chemical engineering students has been taught in an experimental sequence of five chemical engineering courses, beginning with the introductory course in the Fall 1990 semester, and differences in academic performance have been observed between students from rural and small town backgrounds (Rural students, N=55) and students from urban and suburban backgrounds (urban students, n=65), with the urban students doing better on almost every measure investigated.
Abstract: A cohort of chemical engineering students has been taught in an experimental sequence of five chemical engineering courses, beginning with the introductory course in the Fall 1990 semester. Differences in academic performance have been observed between students from rural and small town backgrounds (“rural students,” N=55) and students from urban and suburban backgrounds (“urban students,” N=65), with the urban students doing better on almost every measure investigated. In the introductory course, 80% of the urban students and 55% of the rural students passed with a grade of C or better, with average grades of 2.63 for the urban students and 1.80 for the rural students (A=4.0). The urban group continued to earn higher grades in subsequent chemical engineering courses. After four years, 79% of the urban students and 64% of the rural students had graduated or were still enrolled in chemical engineering; the others had either transferred out of engineering or were no longer attending the university. This paper presents data on the students’ home and school backgrounds and speculates on possible causes of observed performance differences between the two populations.

302 citations

Proceedings ArticleDOI
18 Oct 2009
TL;DR: In this article, the authors describe the design and implementation of an instructional strategy called "the classroom flip" or inverted classroom that was put into practice in an industrial engineering course and provide feedback and insight into how this technique might be best utilized to enhance learning in engineering education.
Abstract: Educational practice and the concept of ‘active learning’ have had a significant impact on engineering education. Challenging students with questions and problem-solving activities to learn course material is what we do in engineering courses. However, how do we continue to cover the amount of material we need to cover and still open up class time to include the active learning strategies so necessary in engineering? This paper describes the design and implementation of an instructional strategy called ‘the classroom flip’ or inverted classroom that was put into practice in an industrial engineering course. Initial results from the classroom provide feedback and insight into how this technique might be best utilized to enhance learning in engineering education.

228 citations

Proceedings ArticleDOI
01 Oct 2007
TL;DR: In this analysis, the decision tree was consistently 3-12% more accurate than the Bayesian network for predicting student performance, and the maturity of open source tools was demonstrated.
Abstract: This paper compares the accuracy of decision tree and Bayesian network algorithms for predicting the academic performance of undergraduate and postgraduate students at two very different academic institutes: Can Tho University (CTU), a large national university in Viet Nam; and the Asian Institute of Technology (AIT), a small international postgraduate institute in Thailand that draws students from 86 different countries. Although the diversity of these two student populations is very different, the data-mining tools were able to achieve similar levels of accuracy for predicting student performance: 73/71% for {fail, fair, good, very good} and 94/93% for {fail, pass} at the CTU/AIT respectively. These predictions are most useful for identifying and assisting failing students at CTU (64% accurate), and for selecting very good students for scholarships at the AIT (82% accurate). In this analysis, the decision tree was consistently 3-12% more accurate than the Bayesian network. The results of these case studies give insight into techniques for accurately predicting student performance, compare the accuracy of data mining algorithms, and demonstrate the maturity of open source tools.

204 citations

Proceedings ArticleDOI
10 Oct 2007
TL;DR: This study compared the user experience between the leading proprietary solution, Blackboard, and the leading open source solution, Moodle.
Abstract: Learning management systems are becoming ubiquitous technology adopted at institutions of higher learning. Before these systems can be considered effective the user experience must be studied and analyzed to provide the optimum solution to meet pedagogical needs of both faculty and students. This study compared the user experience between the leading proprietary solution, Blackboard, and the leading open source solution, Moodle. We established a control group that only used the proprietary solution and two study groups, a faculty group and a student group that used the open source solution, but had previous experience with the proprietary solution. We used online surveys to compare the user experience of the basic functionality of each system such as communication tools, student-student interaction tools, student-instructor interaction tools. The study was conducted during the Fall 2006 semester at California State University Monterey Bay and included five upper division courses with the learning management systems used as an adjunct to a traditional face-to-face delivery modality.

178 citations

Performance
Metrics
No. of papers from the Conference in previous years
YearPapers
2022374
2020410
2019342
2018523
2017302
2016389