A Comparative Analysis of Students' Evaluations of Online and Offline Capstone Design Course
0
조회
0
다운로드
2
인용
0
참고문헌
키워드
초록
The College of engineering's capstone design is student-team-centred learning based on project-based learning and is one of the most important courses for students aiming to be competent professional engineers capable of solving real industrial problems. Therefore, in order to resolve the capstone problems, various face-to-face contacts such as frequent industrial site visits, multiple meetings with diverse people including team members, and repeated contacts with course-supervising and team-advising professors are prerequisite processes. However, according to the transition to fully online education due to the global pandemic of COVID-19, capstone design courses for 2020 and 2021 were also conducted online. Based on the modified students’ evaluations of educational quality (SEEQ) with 3 perspectives such as curriculum, teaching-staff and students themselves, this study compares their evaluations of offline capstone designs from 2013 to 2019 and online capstone designs in 2020 and 2021 in the context of COVID-19. In 3 perspectives, the difference in students' evaluation of the online capstone between the beginning and the end of the course shows a positive effect, which is better than the offline capstone. Also, in various dimensions for each perspective, the online capstone shows a better evaluation than the offline capstone. These findings suggest that the online capstone design curriculum can be expected to have educational effects as well as students' satisfaction with the online curriculum in the future.
Abstract
The College of engineering's capstone design is student-team-centred learning based on project-based learning and is one of the most important courses for students aiming to be competent professional engineers capable of solving real industrial problems. Therefore, in order to resolve the capstone problems, various face-to-face contacts such as frequent industrial site visits, multiple meetings with diverse people including team members, and repeated contacts with course-supervising and team-advising professors are prerequisite processes. However, according to the transition to fully online education due to the global pandemic of COVID-19, capstone design courses for 2020 and 2021 were also conducted online. Based on the modified students’ evaluations of educational quality (SEEQ) with 3 perspectives such as curriculum, teaching-staff and students themselves, this study compares their evaluations of offline capstone designs from 2013 to 2019 and online capstone designs in 2020 and 2021 in the context of COVID-19. In 3 perspectives, the difference in students' evaluation of the online capstone between the beginning and the end of the course shows a positive effect, which is better than the offline capstone. Also, in various dimensions for each perspective, the online capstone shows a better evaluation than the offline capstone. These findings suggest that the online capstone design curriculum can be expected to have educational effects as well as students' satisfaction with the online curriculum in the future.
참고문헌 (18)
- Barrows, H., "Practice-based learning: Problem-based learning applied to medical education", pp.1994
- Bordogna, J., "Engineering education : Innovation through integration", Journal of Engineering Education, 82(1), pp.3~8 (1993)
- Hotaling, N, "A Quantitative analysis of the effects of a multidisciplinary engineering capstone design course", Journal of Engineering Education, 101(4), pp.630~656 (2012)
- Kim, M-S., "The effects of a capstone design course industrial & management engineering : students’ evaluation", World Transaction on Engineering and Technology Education, 18(4), pp.410~416 (2020)
- Kim, M-S., "Lessons from a capstone design course with a 3D printing project", Global Journal of Engineering Education, 21(3), pp.179~188 (2019)
- Marsh, H. W., "Students’ evaluations of university teaching : dimensionality, reliability, validity, potential biases, and utility", Journal of Education Psychology, 76(5), pp.707~754 (1984)
- Marsh, H. W., "Students' evaluations of university teaching : research findings, methodological issues, and directions for future research", International Journal of Educational Research, 11(3), pp.253~388 (1987)
- Marsh, H. W., "Multidimensional students’ evaluations of teaching effectiveness : A test of alternative higher-order structures", Journal of Education Psychology, 83(2), pp.285~296 (1991)
- Marsh, H. W., "Multi-dimensionality of students’ evaluations of teaching effectiveness : A profile analysis", Journal of Education Psychology, 85(1), pp.1~18 (1993)
- Marsh, H. W., "Making students’ evaluation of teaching effectiveness", American Psychologist, 52(11), pp.1187~1197 (1997)
- Marsh, H. W., "PhD students’evaluations of research supervision", Journal of Higher Education, 73(3), pp.313~348 (2002)
- Palmer, S., "An evaluation of a project-based learning initiative in engineering education", European Journal of Engineering Education, 36(4), pp.357~365 (2011)
- Reynolds, J. M., "Problem-based learning in a higher education environmental biotechnology course", Innovations in Education and Teaching International, 47(2), pp.175~186 (2010)
- Tsinidou, M., "Evaluation of the factors that determine quality in higher education : an empirical study", Quality Assurance in Education, 18(3), pp.227~244 (2010)
- Umbreit, W. T., "Exploring students’evaluations of teaching effectiveness : What factors are important?", International Journal of Educational Research, 29(1), pp.91~10 (2005)
- 김문수, "공학교육에서 문제 및 프로젝트기반학습의 비교 고찰과 적용 방안", 공학교육연구, 18(2), pp.65~76 (2015), 한국공학교육학회[DOI]
- 이태식, "공학대학 캡스톤 디자인(창의적 공학 설계) 교육과정 운영실태 및 학습 만족도 조사", 공학교육연구, 12(2), pp.36~50 (2009), 한국공학교육학회[DOI]
- 이희원, "캡스톤디자인 교과목 기반의 프로그램 학습성과 평가 연구", 공학교육연구, 13(6), pp.143~151 (2010), 한국공학교육학회[DOI]