The present work had as its basic objective the presentation of the results of the analysis of the main aspects on taking into account the design of online courses with the utilization of ICT, from the experiences obtained in the development of the investigation.
The general content of the course consists of six modules and of five to six themes per module. It is necessary to recognize that information and communications technologies are inserted into a sociocultural dynamic that comprises the global society or the global network.
Comparison of the main characteristics the student body and students Download as. As cited by [ 6 ] these tools have been designed so that the management, administrator, or member of a teaching staff can administer and develop a course, allowing the latter to have a control and progress of the course.
Introduction Since the s, a decade during which the Internet expanded in society worldwide, the potentiality became evident of the technologies for supporting teaching-learning processes, thus the importance of incorporating these new technologies in institutions of higher learning and, in general, in all educative institutions.
The latter is understood as not only including knowledge in the strict sense, but also values, attitudes, and skills. Teaching-learning Process In all teaching-learning processes, students are offered a set of conditions that can support them in carrying out an action; thus, it must be considered that on designing a course, first the desired objective to be achieved should be defined, that is, What is it exactly that the student learns?
Similarly, the technologies are not reduced to online course, but rather, they comprise a diversified variety of technological tools that have come on the market and that can support the teaching-learning processes. In traditional terms, biology does not form part of the basic subjects in the academic formation of engineers; thus, the general idea that permeates the correct utilization of Information and Communications ICT permits the creation of the adequate conditions for achieving the internal dynamic desires in the knowledge schemas of the students, understanding with this not only those that include knowledge in the strict sense of the word, but also values, attitudes, and skills, in addition to orienting and leading the student to their own learning, reflection, independence, and assessment.
It is evident that the teaching staff as well as the university itself, are key in helping their students to acquire a certain preparation as online students, beyond the content, the abilities, and the attitudes of the students themselves. In addition, the contribution of the teaching staff and of the educative institutions can produce great satisfaction in the students in their formative experience.
The didactic technique employed is that of collaborative learning, whose objective is to promote significant learning through teamwork, without leaving to one side the development of individual skills.
In the virtual environment, the course contents of Software Engineering I is presented in the Moodle platform; the benefits of the media are taken advantage of by making use of text, instructional material, images, and videos.
Online courses are frequently related with a lack of personal contact, which can be criticized in new students or in those without prior experience in online education. The latter directly affects the perception of students on their experience in the course.
The Role of the Student It is noteworthy that the most important component in the entire teaching-learning process is constituted of the students, who, in virtual environments go on to play a more active, independent, and collaborative role, controlling their learning rhythm.
It must be acknowledged that students who, for the first time, have as a support the tools that are offered virtual environments, do not know what this implies.
The materialization of some of the possibilities that are foreseen in the new technologies will depend not only on technological advances or on the availability of the media, but also on the policy decisions and the institutional commitments created in this regard. Although the pupil-student duality does not represent two completely different figures, and the passing from being a traditional pupil to being a pupil-student is more appropriately an evolutive process, it is very useful to note some differential aspects about the conception of one who studies, considered as a pupil or as a student, as it observed in Table A as follows [ 2 ]: It can be affirmed that in their majority, these virtual learning platforms are characterized by possessing the following components: In fact, the students derive form a traditionalistic formation in which, in the majority of cases, many of the strategies applied do not adjust well with those that will be developed and applied in a virtual ambience.
What are the Characteristics of a virtual Learning Platform? Within the framework of this society, the technologies play an important, but not a primary or an absolute, role.
In this respect, potentiating self-learning strategies in the student must be considered. Import into RefWorks 1. All teaching-learning processes require providing the student with the tools that facilitate maximal exploitation of then program.
The main challenge in the design of the course was to detect and consolidate the relevant material of the software process and its applications. Learning through the ambiences of virtual environments require, on the part of the student, a set of abilities for example, searching for information on the network, broadening and generalizing knowledge, being in contact with a virtual tutor or with other persons, etc.
It is necessary to conduct an analysis of what has taken place to date in order to evaluate the results obtained and to outline new work challenges.Undergraduate Engineering and Computer Science Lecia Barker Introduction Concerned about the growing workforce shortage, in Gilbert McCann made an Public Perception of Engineering: Inaccurate, Difficult, Male Public perception of the engineering profession and what engineers do continues to be.
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What did you like best about the course and/or how the instructor taught it? presents findings on the experiences and perceptions of technology-supported learning gathered from engineering students at two Libyan universities.
An analysis of relationships between stu- of e-learning courses, functionality of e-learning platforms, and the level of student computer skills (Aixia &Wang; ).
Their computer. measure the self-efficacy perception of the students in engineering programs.
“Computer Programming Self-Efficacy Perception Scale” (CPSEPS) is translated and adapted in Turkish.Download