Eileen Mageean - Academia.edu (original) (raw)
Papers by Eileen Mageean
EDULEARN13 Proceedings, 2013
This paper provides an objective analysis of student engagement with continuous assessment over a... more This paper provides an objective analysis of student engagement with continuous assessment over a three year period. The results of two groups of students from different stages of a modularised level seven engineering programme were examined. As both groups had taken modules where they studied numerical differentiation, this topic was selected and the corresponding assessment results and attendance of both groups were analysed. Two assessment methods were used to evaluate student engagement. The first method of assessment required the student to complete a laboratory assignment and submit it within a specified period of time. The second method of assessment involved an invigilated practical exam which was held in the laboratory on completion of the module. For both groups, students were required to attend a one hour lecture each week and a two hour computer laboratory on alternate weeks. Specific module content was introduced through the lecture and the computer laboratory enabled students to apply the material presented in the lectures and work on laboratory assignments relating to a specific topic. An online course management system was used which allowed students to download lecture materials, obtain model answers and view marks awarded for previously submitted assignments. The preliminary results and findings of this study are presented in this paper and may be used in part to answer the following questions: • Is the student's level of attendance, an indicator of how they will perform in their continuous assessment? • Does the scheduling of weekly lectures and biweekly laboratory classes have an effect on the student's performance? • How does a student's performance in a laboratory assignment compare with their performance in an invigilated laboratory exam?
Engineering education is facing many challenges: a decline in core mathematical skills; lowering ... more Engineering education is facing many challenges: a decline in core mathematical skills; lowering entry requirements; and the diversity of the student cohort. One approach to confronting these challenges is to make subject content appropriate to the communication styles of today's student. To achieve this, a pedagogical shift from the traditional hierarchical approach to learning to one that embraces the use of technology as a tool to enhance the student learning experience is required. By including the student as co-creator of course content, a greater sense of engagement is achieved and a change to one where students become agents of their own learning is realized. This active learning constructivist approach shifts the focus from content delivery by the lecturer to active engagement with content by the student and in doing so provides an environment of achievement and ownership which empowers the student and increases self-efficacy. The online platform comprises a set of multiple choice questions focused on core mathematical concepts. The quizzes are constructed to adapt to student responses with custom video feedback created by their peers. This paper outlines the methodology followed and provides results of its evaluation in terms of student's perceptions.
Mathematics is intrinsic to engineering and as such plays an integral role in the education of en... more Mathematics is intrinsic to engineering and as such plays an integral role in the education of engineers. New challenges are being faced in higher education particularly in the areas of student motivation, engagement and attainment. As a result mathematics is often the focus of engineering education research. Traditional methods of delivery such as lectures and tutorials need to evolve to counter these challenges with new pedagogical approaches explored including the use of new technologies. Today's students are immersed in an increasingly technological world and are willing to adapt to new technological advances. This paper describes a study being undertaken in the College of Engineering and the Built Environment at the Dublin Institute of Technology to develop and explore the use of a Sharable Content Object Reference Model (SCORM) that integrates a web-based platform for the study of mathematics as part of an active learning constructivist setting. Students will utilise graphics tablets to create online content consisting of solutions to mathematical problems which will then be used by other students to reinforce core concepts. The platform will provide active support to engineering students especially those in their first year of study and mature students returning to education. It is expected that early use of the platform will help identify areas of weakness and provide the self-learning environment required for students to become more proficient in those areas. By challenging the student to demonstrate an active engagement in their learning and by encouraging the meaningful use of technology in the classroom, an improvement in the quality of learning that students experience should be realised.
The aim of this project was to develop and explore the use of a Sharable Content Object Reference... more The aim of this project was to develop and explore the use of a Sharable Content Object Reference Model (SCORM) integrating a web-based platform for the study of mathematics as part of an active learning environment. The platform was designed to provide active support to engineering students especially those in their first year of study. Early use of the platform can identify possible areas of weakness and provide the self-learning environment required for students to become more proficient in areas where they are lacking key skills or are finding the concepts difficult to understand. The platform consists of a set of tests and applications for the study of engineering mathematics. The tests can adapt and change depending on the answers provided by the student, including video feedback for incorrect answers before the student progresses to the next question. Based on the idea that teaching a concept is the best way to learn that concept, the students become actively involved in the ...
This paper provides an objective analysis of student engagement with continuous assessment over a... more This paper provides an objective analysis of student engagement with continuous assessment over a three year period. The results of two groups of students from different stages of a modularised level seven engineering programme were examined. As both groups had taken modules where they studied numerical differentiation, this topic was selected and the corresponding assessment results and attendance of both groups were analysed. Two assessment methods were used to evaluate student engagement. The first method of assessment required the student to complete a laboratory assignment and submit it within a specified period of time. The second method of assessment involved an invigilated practical exam which was held in the laboratory on completion of the module. For both groups, students were required to attend a one hour lecture each week and a two hour computer laboratory on alternate weeks. Specific module content was introduced through the lecture and the computer laboratory enabled s...
The introduction of new technologies has increased the amount and type of information resources a... more The introduction of new technologies has increased the amount and type of information resources available to students. Today’s student encounters technology in all aspects of life, from social interactions to online purchases. Of particular note are the increased possibilities in the availability of resources to support their studies. This paper presents a study of the types of resources available to first year students, how they interact with each type and their preferences. Two surveys were carried out. The first survey was conducted amongst academics delivering first year modules. Its primary aim was to obtain information about the resources students were given, or directed to, by the lecturers. The second survey was conducted amongst first year students from different technical programmes, including full time and part time programmes and therefore a mix of mature and non-mature students. Students were questioned about their engagement with a range of different types of resource ...
2014 IEEE Frontiers in Education Conference (FIE) Proceedings, 2014
Numerous research studies have highlighted the importance of well-developed 3-D spatial skills fo... more Numerous research studies have highlighted the importance of well-developed 3-D spatial skills for success in STEM related programs. Poor spatial skills, particularly among first-year students, can place them at a distinct disadvantage when completing introductory courses in mathematics, CAD, descriptive geometry, and graphic communications-first-year requirements in many STEM related programs. This in turn can lead to poor grades and retention issues. Women are disproportionally among the group of students with weak or poorly developed 3-D spatial skills meaning that they are at a greater risk of leaving engineering when compared to their male counterparts. In this study, the spatial skills of first-year students in several engineering and technology programs were assessed through two standardized instruments widely used in spatial cognition research. The spatial skills of architecture and computer science students were also assessed for comparison purposes. This paper outlines the results obtained from a study at an Institution of Higher Learning and draws conclusions regarding the importance of spatial skills for success in introductory STEM courses. Grades at the end of the semester were obtained in several mathematics courses to determine if there is a correlation between spatial skill level and student performance in introductory math courses.
2014 IEEE Frontiers in Education Conference (FIE) Proceedings, 2014
ABSTRACT Through numerous research studies conducted over the past fifty years, the importance of... more ABSTRACT Through numerous research studies conducted over the past fifty years, the importance of well-developed 3-D spatial skills for success in engineering and other STEM fields has been widely demonstrated. Research conducted in the U.S. and elsewhere, has demonstrated the high level of 3-D spatial skills found in engineering students; however, not all of our first-year students have strong spatial skills when they start their post-secondary studies. Poor spatial skills put these students at a distinct disadvantage when completing introductory courses in mathematics, CAD, descriptive geometry, and graphic communications - first-year requirements in many engineering and STEM programs. In turn, this often leads to poor grades and dropping out of engineering as a result. Women are disproportionally among the group of students with weak 3-D spatial skills. In this study, the spatial skills of first-year students in several engineering and technology programs were assessed through use of two standardized instruments widely used in spatial cognition research. At this interim stage of the research, only grades from the end of semester 1 were available. Results from several key courses were examined to determine if there is a link between spatial skill level and student performance in these courses. This paper outlines the results obtained from this study and draws conclusions regarding the importance of spatial skills for success in introductory STEM courses.
There is currently a growing interest in improving the retention levels of undergraduate students... more There is currently a growing interest in improving the retention levels of undergraduate students on STEM related programmes. Students’ prior knowledge of mathematics is a key factor in predicting whether they will succeed in engineering or not. A poor grasp of key mathematical skills typically leads to students failing to achieve the learning outcomes of technical modules. Consequently, mathematics is often the focus of engineering education research. A decline in core mathematical skills; the lowering of entry requirements and the diversity of the student cohort, all contribute to the need for a more comprehensive learning support system. Today’s students are immersed in an increasingly technological world and are willing to adapt to new technological advances. In order to increase engagement and retention rates a pedagogical shift from the more traditional hierarchical approach to learning to one that embraces the use of technology as a tool to enhance the student learning experi...
2014 9th Iberian Conference on Information Systems and Technologies (CISTI), 2014
ABSTRACT Mathematics is intrinsic to engineering and as such plays an integral role in the educat... more ABSTRACT Mathematics is intrinsic to engineering and as such plays an integral role in the education of engineers. New challenges are being faced in higher education particularly in the areas of student motivation, engagement and attainment. As a result mathematics is often the focus of engineering education research. Traditional methods of delivery such as lectures and tutorials need to evolve to counter these challenges with new pedagogical approaches explored including the use of new technologies. Today’s students are immersed in an increasingly technological world and are willing to adapt to new technological advances. This paper describes a study being undertaken in the College of Engineering and the Built Environment at the Dublin Institute of Technology to develop and explore the use of a Sharable Content Object Reference Model (SCORM) that integrates a web-based platform for the study of mathematics as part of an active learning constructivist setting. Students will utilise graphics tablets to create online content consisting of solutions to mathematical problems which will then be used by other students to reinforce core concepts. The platform will provide active support to engineering students especially those in their first year of study and mature students returning to education. It is expected that early use of the platform will help identify areas of weakness and provide the self-learning environment required for students to become more proficient in those areas. By challenging the student to demonstrate an active engagement in their learning and by encouraging the meaningful use of technology in the classroom, an improvement in the quality of learning that students experience should be realised.
Numerous research studies have highlighted the importance of well-developed 3-D spatial skills fo... more Numerous research studies have highlighted the importance of well-developed 3-D spatial skills for success in STEM related programs. Poor spatial skills, particularly among first-year students, can place them at a distinct disadvantage when completing introductory courses in mathematics, CAD, descriptive geometry, and graphic communications - first-year requirements in many STEM related programs. This in turn can lead to poor grades and retention issues. Women are disproportionally among the group of students with weak or poorly developed 3-D spatial skills meaning that they are at a greater risk of leaving engineering when compared to their male counterparts. In this study, the spatial skills of first-year students in several engineering and technology programs were assessed through two standardized instruments widely used in spatial cognition research. The spatial skills of architecture and computer science students were also assessed for comparison purposes. This paper outlines the results obtained from a study at an Institution of Higher Learning and draws conclusions regarding the importance of spatial skills for success in introductory STEM courses. Grades at the end of the semester were obtained in several mathematics courses to determine if there is a correlation between spatial skill level and student performance in introductory math courses.
Engineering education is facing many challenges: a decline in core mathematical skills; lowering ... more Engineering education is facing many challenges: a decline in core mathematical skills; lowering entry requirements; and the diversity of the student cohort. One approach to confronting these challenges is to make subject content appropriate to the communication styles of today’s student. To achieve this, a pedagogical shift from the traditional hierarchical approach to learning to one that embraces the use of technology as a tool to enhance the student learning experience is required. By including the student as co-creator of course content, a greater sense of engagement is achieved and a change to one where students become agents of their own learning is realized. This active learning constructivist approach shifts the focus from content delivery by the lecturer to active engagement with content by the student and in doing so provides an environment of achievement and ownership which empowers the student and increases self-efficacy. The online platform comprises a set of multiple choice questions focused on core mathematical concepts. The quizzes are constructed to adapt to student responses with custom video feedback created by their peers. This paper outlines the methodology followed and provides results of its evaluation in terms of student’s perceptions.
EDULEARN13 Proceedings, 2013
This paper provides an objective analysis of student engagement with continuous assessment over a... more This paper provides an objective analysis of student engagement with continuous assessment over a three year period. The results of two groups of students from different stages of a modularised level seven engineering programme were examined. As both groups had taken modules where they studied numerical differentiation, this topic was selected and the corresponding assessment results and attendance of both groups were analysed. Two assessment methods were used to evaluate student engagement. The first method of assessment required the student to complete a laboratory assignment and submit it within a specified period of time. The second method of assessment involved an invigilated practical exam which was held in the laboratory on completion of the module. For both groups, students were required to attend a one hour lecture each week and a two hour computer laboratory on alternate weeks. Specific module content was introduced through the lecture and the computer laboratory enabled students to apply the material presented in the lectures and work on laboratory assignments relating to a specific topic. An online course management system was used which allowed students to download lecture materials, obtain model answers and view marks awarded for previously submitted assignments. The preliminary results and findings of this study are presented in this paper and may be used in part to answer the following questions: • Is the student's level of attendance, an indicator of how they will perform in their continuous assessment? • Does the scheduling of weekly lectures and biweekly laboratory classes have an effect on the student's performance? • How does a student's performance in a laboratory assignment compare with their performance in an invigilated laboratory exam?
Engineering education is facing many challenges: a decline in core mathematical skills; lowering ... more Engineering education is facing many challenges: a decline in core mathematical skills; lowering entry requirements; and the diversity of the student cohort. One approach to confronting these challenges is to make subject content appropriate to the communication styles of today's student. To achieve this, a pedagogical shift from the traditional hierarchical approach to learning to one that embraces the use of technology as a tool to enhance the student learning experience is required. By including the student as co-creator of course content, a greater sense of engagement is achieved and a change to one where students become agents of their own learning is realized. This active learning constructivist approach shifts the focus from content delivery by the lecturer to active engagement with content by the student and in doing so provides an environment of achievement and ownership which empowers the student and increases self-efficacy. The online platform comprises a set of multiple choice questions focused on core mathematical concepts. The quizzes are constructed to adapt to student responses with custom video feedback created by their peers. This paper outlines the methodology followed and provides results of its evaluation in terms of student's perceptions.
Mathematics is intrinsic to engineering and as such plays an integral role in the education of en... more Mathematics is intrinsic to engineering and as such plays an integral role in the education of engineers. New challenges are being faced in higher education particularly in the areas of student motivation, engagement and attainment. As a result mathematics is often the focus of engineering education research. Traditional methods of delivery such as lectures and tutorials need to evolve to counter these challenges with new pedagogical approaches explored including the use of new technologies. Today's students are immersed in an increasingly technological world and are willing to adapt to new technological advances. This paper describes a study being undertaken in the College of Engineering and the Built Environment at the Dublin Institute of Technology to develop and explore the use of a Sharable Content Object Reference Model (SCORM) that integrates a web-based platform for the study of mathematics as part of an active learning constructivist setting. Students will utilise graphics tablets to create online content consisting of solutions to mathematical problems which will then be used by other students to reinforce core concepts. The platform will provide active support to engineering students especially those in their first year of study and mature students returning to education. It is expected that early use of the platform will help identify areas of weakness and provide the self-learning environment required for students to become more proficient in those areas. By challenging the student to demonstrate an active engagement in their learning and by encouraging the meaningful use of technology in the classroom, an improvement in the quality of learning that students experience should be realised.
The aim of this project was to develop and explore the use of a Sharable Content Object Reference... more The aim of this project was to develop and explore the use of a Sharable Content Object Reference Model (SCORM) integrating a web-based platform for the study of mathematics as part of an active learning environment. The platform was designed to provide active support to engineering students especially those in their first year of study. Early use of the platform can identify possible areas of weakness and provide the self-learning environment required for students to become more proficient in areas where they are lacking key skills or are finding the concepts difficult to understand. The platform consists of a set of tests and applications for the study of engineering mathematics. The tests can adapt and change depending on the answers provided by the student, including video feedback for incorrect answers before the student progresses to the next question. Based on the idea that teaching a concept is the best way to learn that concept, the students become actively involved in the ...
This paper provides an objective analysis of student engagement with continuous assessment over a... more This paper provides an objective analysis of student engagement with continuous assessment over a three year period. The results of two groups of students from different stages of a modularised level seven engineering programme were examined. As both groups had taken modules where they studied numerical differentiation, this topic was selected and the corresponding assessment results and attendance of both groups were analysed. Two assessment methods were used to evaluate student engagement. The first method of assessment required the student to complete a laboratory assignment and submit it within a specified period of time. The second method of assessment involved an invigilated practical exam which was held in the laboratory on completion of the module. For both groups, students were required to attend a one hour lecture each week and a two hour computer laboratory on alternate weeks. Specific module content was introduced through the lecture and the computer laboratory enabled s...
The introduction of new technologies has increased the amount and type of information resources a... more The introduction of new technologies has increased the amount and type of information resources available to students. Today’s student encounters technology in all aspects of life, from social interactions to online purchases. Of particular note are the increased possibilities in the availability of resources to support their studies. This paper presents a study of the types of resources available to first year students, how they interact with each type and their preferences. Two surveys were carried out. The first survey was conducted amongst academics delivering first year modules. Its primary aim was to obtain information about the resources students were given, or directed to, by the lecturers. The second survey was conducted amongst first year students from different technical programmes, including full time and part time programmes and therefore a mix of mature and non-mature students. Students were questioned about their engagement with a range of different types of resource ...
2014 IEEE Frontiers in Education Conference (FIE) Proceedings, 2014
Numerous research studies have highlighted the importance of well-developed 3-D spatial skills fo... more Numerous research studies have highlighted the importance of well-developed 3-D spatial skills for success in STEM related programs. Poor spatial skills, particularly among first-year students, can place them at a distinct disadvantage when completing introductory courses in mathematics, CAD, descriptive geometry, and graphic communications-first-year requirements in many STEM related programs. This in turn can lead to poor grades and retention issues. Women are disproportionally among the group of students with weak or poorly developed 3-D spatial skills meaning that they are at a greater risk of leaving engineering when compared to their male counterparts. In this study, the spatial skills of first-year students in several engineering and technology programs were assessed through two standardized instruments widely used in spatial cognition research. The spatial skills of architecture and computer science students were also assessed for comparison purposes. This paper outlines the results obtained from a study at an Institution of Higher Learning and draws conclusions regarding the importance of spatial skills for success in introductory STEM courses. Grades at the end of the semester were obtained in several mathematics courses to determine if there is a correlation between spatial skill level and student performance in introductory math courses.
2014 IEEE Frontiers in Education Conference (FIE) Proceedings, 2014
ABSTRACT Through numerous research studies conducted over the past fifty years, the importance of... more ABSTRACT Through numerous research studies conducted over the past fifty years, the importance of well-developed 3-D spatial skills for success in engineering and other STEM fields has been widely demonstrated. Research conducted in the U.S. and elsewhere, has demonstrated the high level of 3-D spatial skills found in engineering students; however, not all of our first-year students have strong spatial skills when they start their post-secondary studies. Poor spatial skills put these students at a distinct disadvantage when completing introductory courses in mathematics, CAD, descriptive geometry, and graphic communications - first-year requirements in many engineering and STEM programs. In turn, this often leads to poor grades and dropping out of engineering as a result. Women are disproportionally among the group of students with weak 3-D spatial skills. In this study, the spatial skills of first-year students in several engineering and technology programs were assessed through use of two standardized instruments widely used in spatial cognition research. At this interim stage of the research, only grades from the end of semester 1 were available. Results from several key courses were examined to determine if there is a link between spatial skill level and student performance in these courses. This paper outlines the results obtained from this study and draws conclusions regarding the importance of spatial skills for success in introductory STEM courses.
There is currently a growing interest in improving the retention levels of undergraduate students... more There is currently a growing interest in improving the retention levels of undergraduate students on STEM related programmes. Students’ prior knowledge of mathematics is a key factor in predicting whether they will succeed in engineering or not. A poor grasp of key mathematical skills typically leads to students failing to achieve the learning outcomes of technical modules. Consequently, mathematics is often the focus of engineering education research. A decline in core mathematical skills; the lowering of entry requirements and the diversity of the student cohort, all contribute to the need for a more comprehensive learning support system. Today’s students are immersed in an increasingly technological world and are willing to adapt to new technological advances. In order to increase engagement and retention rates a pedagogical shift from the more traditional hierarchical approach to learning to one that embraces the use of technology as a tool to enhance the student learning experi...
2014 9th Iberian Conference on Information Systems and Technologies (CISTI), 2014
ABSTRACT Mathematics is intrinsic to engineering and as such plays an integral role in the educat... more ABSTRACT Mathematics is intrinsic to engineering and as such plays an integral role in the education of engineers. New challenges are being faced in higher education particularly in the areas of student motivation, engagement and attainment. As a result mathematics is often the focus of engineering education research. Traditional methods of delivery such as lectures and tutorials need to evolve to counter these challenges with new pedagogical approaches explored including the use of new technologies. Today’s students are immersed in an increasingly technological world and are willing to adapt to new technological advances. This paper describes a study being undertaken in the College of Engineering and the Built Environment at the Dublin Institute of Technology to develop and explore the use of a Sharable Content Object Reference Model (SCORM) that integrates a web-based platform for the study of mathematics as part of an active learning constructivist setting. Students will utilise graphics tablets to create online content consisting of solutions to mathematical problems which will then be used by other students to reinforce core concepts. The platform will provide active support to engineering students especially those in their first year of study and mature students returning to education. It is expected that early use of the platform will help identify areas of weakness and provide the self-learning environment required for students to become more proficient in those areas. By challenging the student to demonstrate an active engagement in their learning and by encouraging the meaningful use of technology in the classroom, an improvement in the quality of learning that students experience should be realised.
Numerous research studies have highlighted the importance of well-developed 3-D spatial skills fo... more Numerous research studies have highlighted the importance of well-developed 3-D spatial skills for success in STEM related programs. Poor spatial skills, particularly among first-year students, can place them at a distinct disadvantage when completing introductory courses in mathematics, CAD, descriptive geometry, and graphic communications - first-year requirements in many STEM related programs. This in turn can lead to poor grades and retention issues. Women are disproportionally among the group of students with weak or poorly developed 3-D spatial skills meaning that they are at a greater risk of leaving engineering when compared to their male counterparts. In this study, the spatial skills of first-year students in several engineering and technology programs were assessed through two standardized instruments widely used in spatial cognition research. The spatial skills of architecture and computer science students were also assessed for comparison purposes. This paper outlines the results obtained from a study at an Institution of Higher Learning and draws conclusions regarding the importance of spatial skills for success in introductory STEM courses. Grades at the end of the semester were obtained in several mathematics courses to determine if there is a correlation between spatial skill level and student performance in introductory math courses.
Engineering education is facing many challenges: a decline in core mathematical skills; lowering ... more Engineering education is facing many challenges: a decline in core mathematical skills; lowering entry requirements; and the diversity of the student cohort. One approach to confronting these challenges is to make subject content appropriate to the communication styles of today’s student. To achieve this, a pedagogical shift from the traditional hierarchical approach to learning to one that embraces the use of technology as a tool to enhance the student learning experience is required. By including the student as co-creator of course content, a greater sense of engagement is achieved and a change to one where students become agents of their own learning is realized. This active learning constructivist approach shifts the focus from content delivery by the lecturer to active engagement with content by the student and in doing so provides an environment of achievement and ownership which empowers the student and increases self-efficacy. The online platform comprises a set of multiple choice questions focused on core mathematical concepts. The quizzes are constructed to adapt to student responses with custom video feedback created by their peers. This paper outlines the methodology followed and provides results of its evaluation in terms of student’s perceptions.