Special Issue "Technology-Enhanced Learning and Innovative Practices in Engineering Education"

A special issue of Sustainability (ISSN 2071-1050). This special issue belongs to the section "Sustainable Education and Approaches".

Deadline for manuscript submissions: 31 January 2022.

Special Issue Editors

Prof. Dr. Juan Quemada Vives
E-Mail Website
Guest Editor
Telematics Engineering Department, Universidad Politécnica de Madrid, 28031 Madrid, Spain
Interests: e-learning; online learning; MOOCs; cloud computing; web engineering
Prof. Dr. Aldo Gordillo
E-Mail Website1 Website2
Guest Editor
Computer Science Department, Universidad Politécnica de Madrid, 28031 Madrid, Spain
Interests: educational technology; computer science education; learning objects; game-based learning; gamification; e-learning systems
Special Issues and Collections in MDPI journals
Prof. Dr. Enrique Barra Arias
E-Mail Website
Guest Editor
Telematics Engineering Department, Universidad Politécnica de Madrid, 28031 Madrid, Spain
Interests: technology-enhanced learning; educational games; video-based learning; video conferencing; social networks
Special Issues and Collections in MDPI journals

Special Issue Information

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

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All papers will be peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Sustainability is an international peer-reviewed open access semimonthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1900 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • engineering education
  • technology-enhanced learning
  • educational technology
  • e-learning
  • innovative practices
  • learning approaches
  • TEL systems

Published Papers (1 paper)

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Research

Article
Putting It All Together: Combining Learning Analytics Methods and Data Sources to Understand Students’ Approaches to Learning Programming
Sustainability 2021, 13(9), 4825; https://doi.org/10.3390/su13094825 - 25 Apr 2021
Viewed by 523
Abstract
Learning programming is a complex and challenging task for many students. It involves both understanding theoretical concepts and acquiring practical skills. Hence, analyzing learners’ data from online learning environments alone fails to capture the full breadth of students’ actions if part of their [...] Read more.
Learning programming is a complex and challenging task for many students. It involves both understanding theoretical concepts and acquiring practical skills. Hence, analyzing learners’ data from online learning environments alone fails to capture the full breadth of students’ actions if part of their learning process takes place elsewhere. Moreover, existing studies on learning analytics applied to programming education have mainly relied on frequency analysis to classify students according to their approach to programming or to predict academic achievement. However, frequency analysis provides limited insights into the individual time-related characteristics of the learning process. The current study examines students’ strategies when learning programming, combining data from the learning management system and from an automated assessment tool used to support students while solving the programming assignments. The study included the data of 292 engineering students (228 men and 64 women, aged 20–26) from the two aforementioned sources. To gain an in-depth understanding of students’ learning process as well as of the types of learners, we used learning analytics methods that account for the temporal order of learning actions. Our results show that students have special preferences for specific learning resources when learning programming, namely, slides that support search, and copy and paste. We also found that videos are relatively less consumed by students, especially while working on programming assignments. Lastly, students resort to course forums to seek help only when they struggle. Full article
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