July 15-16, 2023, Virtual Conference
Eng. Hamad Al-Buainain1 & Dr.Pilsung Choe2, 1Master’s of Science in Engineering Management, College of Engineering, Qatar University, Doha, Qatar, 2Ph.D. Industrial Engineering, Purdue University, USAHCI and UX, Human-Centered Design, Human Decisions and Human Factors, Qatar University, Doha, Qatar
The growing new market for online learning has been marked by increased technology development in virtual reality and influenced by emotional intelligence. The growing interest in new technology research and implementation has further been exacerbated by the development of new challenges that force educational institutions to close globally. Online-learning has proven its success throughout the past years on many different aspects and situations. However, as applies to Qatar, there is a paucity of studies that have examined the user experience with online learning between instructor and students. So, this paper aims to focus improving user experience with online learning using analytical comparisons between instructor and students. In the light of limited studies on the topic, there was a need to undertake this review and explore the topic in efforts to create new insights on user experience with online learning in Qatar, while exploring their process efficiency. As such, this study adds to the extant literature updated information on online-learning in Qatar while informing future academic and practitioner discourse on the topic that has received limited scholarly interest within Qatar in the last decade, despite the growing demand for online-learning in the global market.
Online Learning, satisfaction rate, human factors, and cost optimization.
B. Davis, T. Hughes-Roberts, and C. Windmill, School of Computing and Engineering, University of Derby, Derby, United Kingdom
This work presents and evaluates a forearm keyboard that allows users to enter textual data using a natural full-handed typing mechanism for virtual reality head-mounted display environments. Should the issues noted with the keyboard during the study be solved, the keyboard would compare favourably with others seen in the literature.
Virtual reality, head-mounted display, text entry, note taking.
Terrell L. Strayhorn, Evelyn Reid Syphax School of Education; Department of Psychology, Virginia Union University, Richmond, VA, USA
Using data from the National Survey of Student Engagement (NSSE) and responses from a locally-constructed survey administered at a 4-year, public research university, this study seeks to explore the presence and relevance of NAE’s ‘Engineer of 2020’ competencies and student learning outcomes (SLOs) among samples of undergraduate engineering majors (UEMs). Data will be analysed using a battery of statistical tests assessing UEMs achievement of NAE SLOs, the extent to which SLO achievement in NAE domains influence UEMs’ key outcomes (e.g., grades, satisfaction) and sense of belonging. Follow-up tests will explore meaningful differences among groups by race, gender, disability status, to name a few. Implications for engineering education policy, practice, pedagogy and future research will be highlighted.
STEM, engineering education, sense of belonging, engagement, learning.
Kimberly K. Davis, Top Performance Leadership Group, LLC, Corpus Christi, TX, USA
This paper introduces an ethology for understanding student behavior and creating interventions to shape positive social, emotional, and academic performance. Rooted in the principles of applied behavior analysis and learning theories, the author suggests a proactive perspective to observing and shaping student behaviors in a post-pandemic era and provides one tool for flipping and reframing a student’s mindset to promote constructive thinking and positive social behaviors.
Post-Pandemic Learning, Student Behavior, Behavioral Interventions, Mirror Neuron System, Shaping Behavior.
Ahmad Farid Jamali1 and Nasiba Mukhtorova Shuxratovna2, 1Management Development Institute of Singapore in Tashkent, Tashkent, Uzbekistan, 2Westminster International University in Tashkent, Tashkent, Uzbekistan
This studys goal is to find out the challenges and barriers in entrepreneurial education in Uzbekistan in the process of developing university students` abilities and skills which will be useful for future researchers, government, and policymakers who want to work in promoting entrepreneurial education in the country. Moreover, the study investigates the existence of entrepreneurial education in traditional universities in the Republic. A quantitative data collection method will be used to collect data and information from the two Universities (Team University and Westminster International University) in Tashkent, Uzbekistan while providing two separate questionnaires containing open-ended and closed-ended questions for the students and lecturers of both Universities. The final result reveals the challenges of entrepreneurial education from the perspective of students and lecturers at the university level in Uzbekistan. Outdated curricula and education system, unqualified lecturers, and wrong attitudes towards entrepreneurial education are among the main challenges. The findings suggest that at some level entrepreneurial education is practiced by the traditional universities in Uzbekistan although to confirm it a larger sample of people needs to be surveyed throughout Uzbekistan by future researchers. According to the responses by the students, most of them believed that the courses they had taken were effective and have had motivated them to start their business in the future. Most of the students and lecturers surveyed were optimistic about the future growth of the entrepreneurial education in the Republic.
Entrepreneurial Education, International Business, University Students, Traditional Education, Economic Growth, Challenges.
Nkosikhona Theoren Msweli, University of Pretoria, South Africa
Data science is often targeted at those with STEM skills, leading to limited perspective and application of data science hindering innovation across various disciplines. It is essential to involve diverse perspectives and expertise in data science to unlock its full potential and ensure responsible and impactful data practices. We used a critical realism lens to understand the underlying structures required for a data science education (DSE) framework to massify data skills for non-STEM learners. Critical realism provided a richer ontological lens to understand how social structures embedded in HEIs influence DSE and the complex interplay between individual efforts, social structures, and the broader socio-economic and cultural context. The results informed the development of a transdisciplinary DSE framework that can provide more effective and equitable data science programmes and initiatives. The CRISP-DM process model, frequently used in data science projects, was adopted to provide the technical structure for the DSE programmes.
data science education, critical realism, transdisciplinary, educational framework, data science skills.
Naeema Abdelgawad, Qassim University, Saudi Arabia
The distinguished feature of the third millennium is augmenting and endorsing the use of digitalised tools until they have controlled our everyday style-of-living and, in some way or another, turned it into a digital one. Literally, smart gadgets have bugged humanity; they have become indispensable. Furthermore, it is commonly believed that life is impossible without them. Smart phones that have facilitated human access into the cyberspace have also paved the way to willing absorption into virtual realms to the extent that they have become the gateway to effective interaction with life and with peer human beings. By all means, technology is similar to an over-sweeping tide; technological advancements are numberless and immensely growing to the extent that it looks as if there would be a special technological innovation for each living soul. If few years ago educators were discussing the problems of integrating technology into classrooms and the issues of training educators to adapt to the new trends, the current problem would be how to make benefit of the available AI technologies instead of denouncing them as means of ruining the education process. The greatest challenge that educators will shortly encounter is ChatGPT and Google Bard because they would ruin the zeal for proper understanding and any exerted effort for researching. As for the Cyberlife Androids, they are the principal future competitors for educators. Remarkably, if it is alleged that the task of the Cyberlife Androids with students will never be easy, it should be considered that they are designed to win. Yet, the greatest obstacle is Elon Musk’s Neuralink brain microchip and the Chinese Brain Talker implants. Brain microchip technology is expected to be an ipso facto by the few upcoming years; it would be as vital as smart phones. Education in a post-human era is a challenging mission. Accordingly, the task of educators will never be easy. They should be well-prepared for their mission or they would be replaced by digital versions sooner than expected. Thus, the article sheds light upon the post-human era with its technological advancements that have a profound impact upon humanity. It also attempts to propose a preemptive approach to deal with these inevitable technological leaps that might convert humans into cyborgs lacking proper cognitive knowledge, knowing that technological advancements are turning into an insurmountable dilemma that require special measures. The article also endeavours to envisage a friendly techno-human relationship that would better control the fall into a post-human space.
ChatGPT/Google Bard, Open AI, Cyberlife Androids, brain microchip, Web 3.0.
Max Zherebkin, Christ The King Sixth Form Aquinas College, UK
The article sets out an argument that digital storytelling provides for a successful teaching of social sciences by, for, and about first generation or working class (FGWC) persons due to its capability for not only classroom support of teaching and learning activities, but also as an interactive tool for enhancing access, learner interest and of widening participation. The application of these innovative teaching strategies is, in particular, possible with the assistance of giving access to a “de-colonising gaze” as a process of an academic reflection. The article theoretically relies on the terms of “precariat” applied by Connolly and Luckett and implements the hermeneutical postulates by Parvin that allow for activating change and informing the learners’ audience how to move forward with regards to questions of political justice and critical approach by Stocchetti in advancing the correlation between the personal life experience of learners and adding a making maximally comprehensive and demonstrative effect to education.
Digital storytelling, first generation or working class (FGWC), “precariat”, reflective learning, social justice, humanistic classroom.
Nicola Dunham1 and Andrea delaune2, 1Education Futures, University of New England, Australia, 2School of Teacher Education, University of Canterbury, New Zealand
This paper examines the use of visual representation (concept mapping) to support the deterritorialisation of the concept of teacher intentionality within early childhood education. A Deleuze and Guattarian informed theoretical gaze was cast over the use of visual portfolios to capture, explore and represent this deterritorialisation. Particular attention was given to notions of encounters with difference, lines of flight, and rhizomes. This paper is a venture between two lecturers and four graduated students. Participant reflective video and text accounts were thematically analysed. The visual representation of emerging and developing thought facilitated a rich inquiry into teacher intentionality as a potentially non-linear multifaceted phenomenon. Our understanding of the intentional teacher is one who not only undertakes this learning journey with tamariki (children) through sustained shared learning processes, but who also provokes lines of flight for learning through intentionally planned (and unplanned but welcomed) provocations with difference.
Intentionality, deterritorialisation, concept mapping, encounters with difference.