Technology-Enhanced Learning and Innovative Practices in Engineering Education

Dear Colleagues,

Advances made in recent years in the field of technology-enhanced learning (TEL) have created new opportunities for supporting and enhancing engineering education in many different ways. Today, a wide range of TEL systems and educational resources are being used in the engineering education domain in many different face-to-face and online settings, including e-learning authoring tools, digital libraries, learning object management systems, recommender systems, learning analytics systems, intelligent tutoring systems, educational and serious games, educational escape rooms, virtual and remote laboratories, and automated assessment systems. Furthermore, different learning and teaching approaches are being put into practice for supporting and improving engineering education, such as project-based learning, problem-based learning, adaptive learning, video-based learning, flipped classroom, peer-to-peer learning, challenge-based learning, and game-based learning. These TEL systems, educational resources, and approaches can bring several benefits when they are appropriately integrated and used in engineering courses, such as producing positive impacts on students’ learning, academic performance and engagement, reducing student dropout rates, providing universal and equal access to engineering education, creating and distributing high-quality learning objects in an effective and cost-effective way, reducing teachers’ workload, or enabling sustainable assessment.

This Special Issue aims to present research on innovative practices and state-of-the-art application of technology-enhanced learning in the engineering education field. Empirical case studies, experimental approaches, survey findings, new software tools, and literature reviews addressing a relevant topic are welcome. The topics relevant to this Special Issue include but are not limited to:

• Innovative practices in engineering education;
• Novel teaching and learning strategies for face-to-face or online settings;
• Experiences of TEL applications in the context of engineering education;
• Barriers hampering the adoption of TEL solutions or innovative practices in engineering education;
• Authoring tools for educational resources;
• Digital libraries, learning object repositories, and learning management systems;
• TEL recommender systems;
• Educational data mining and learning analytics in engineering education;
• Automated assessment systems;
• E-learning standards;
• OER (open educational resources) and learning objects;
• Intelligent tutoring systems and adaptive educational resources;
• Game-based learning and gamification;
• Educational escape rooms;
• Virtual and remote laboratories;
• AR/VR (augmented reality/virtual reality) educational resources.
  

Prof. Dr. Juan Quemada Vives
Prof. Dr. Aldo Gordillo
Prof. Dr. Enrique Barra Arias
Guest Editors

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