Digital Teaching and Learning in Higher Education: Developing and Disseminating Skills for Blended Learning

Preface
Contents
List of Figures
List of Tables
Foundations of Neuroscience-Based Learning
	Introduction
	Brain-Based Learning Approaches for Emotion-Enhanced and Implicit Learning
	Why Are Memories Strongly Attached to Emotions? The Underlying Neuroscientific Principles
	The Neuroscience-Based Learning Technique
		The Neuroscience-Based Learning Principles and Comparison with Other Approaches
		The NBL System Approach to Learning
		The Principles of the NBL Framework
		Online Engagement During the Pandemic and NBL Recommendations
	Conclusion
	References
The Flipped Classroom: A Case Study Over Five Years
	Introduction
	Flipped Classroom
	Methodology
	Case Study
	Data Gathering and Analysis
	Results and Discussions Based on the Cohort of 2016
		Correlations
	Limitations
	Conclusion
	References
Problem-Based Flipped Learning in Higher Education
	Introduction
	Flipped Learning
	Problem-Based Flipped Learning
	Methods
		Participants
		Contexts
		Procedure
		Online Learning Environments
		Data Collection and Analysis
	Findings
		Students’ Perception of the PFL Process
			Motivation
			Cognitive Engagement
			Collaborative Learning
		Students’ Perception of Learning Outcomes
		Challenges of PFL in a Large-size Course
	Discussion and Conclusion
	References
“Sitting at the Stern and Holding the Rudder”: Teachers’ Reflections on Action in Higher Education Based on Student Agency Analytics
	Introduction
	Student Agency Analytics in Higher Education
	Teachers’ Reflections-on-Action Based on Student Agency Analytics
		The Teachers and Their Pedagogy
		Personal Resources of Student Agency
		Participatory Resources of Student Agency
		Relational Resources of Student Agency
	Discussion
	References
The Lecturer as a Program Manager: Lessons Learned from Continuously Improving a Project Management Master’s Course for Engineers
	Introduction
	The EPM Course
		EPM 2018: Initial Course Design
		EPM 2019: Better Accommodating the Content and Interaction
		EPM 2020: Ambiguity Reduction
		EPM 2021: The Lecturer as a Program Manager
		EPM 2020–2021: Impact of COVID-19
		EPM Evolution Summary
	EPM 2020 and 2021 in Numbers and Opinions
		EPM 2020 and 2021 in Numbers
			To What Extent Did the Course Achieve Its Objectives?
			To What Extent Did the Flipped Classroom Work in the Course?
			To What Extent Did Self-Regulation Work in the Course?
			To What Extent Did Peer Feedback Work in the Course?
		The Students’ Opinions About EPM in 2020 and 2021
			To What Extent Did the Course Achieve Its Objectives?
			To What Extent Did the Flipped Classroom Work in the Course?
	Reflection
	Conclusion
	References
Learning Analytics Overview: Academic Approach and Machine Learning Possibilities
	Introduction
	Background
	Articles
	Topics
	Latent Dirichlet Allocation (LDA) Topic Modelling
	Performance Prediction
	Dropout Prediction
	Course Design
	Learning Visualization
	Social Network Analysis
	Learning Strategy
	Ethical Issues
	Conclusion
	References
Systematic Assessment and Illustration of Students’ Online Discussion Engagement
	Introduction
	Related Work
	Method
	Results and Discussion
	Limitation of the Results
	Conclusion
	References
Transformation of University Teaching Methods in South Korea: Crisis and New Sustainable Forms of the Education Process
	Introduction: The Nature of the Online Education Process in Korean Universities
	Digital Transformation of Korean Universities
		Digital Strategic Orientation
		New Forms of the Online Education Process
	Research Questions and Methodology
		Scope of the Research
		Research Questions and Limitations
		Structure of the Research
	Results
	Discussion: The Role of the Living Laboratory in an Online Environment
	References
Interdisciplinary Training in the Virtual Environment of Professional Activities: The Experience of Gubkin University
	The Interdisciplinary Approach in Engineering Education
	The Virtual Environment of Professional Activities
	The Virtual Hydrocarbon Field
	The Center for Geological and Technological Support of Drilling (Offshore Drilling Center)
	Conclusion: The Interdisciplinary Skills and Experience of the Petroleum Engineers
	References
Challenges and Prospects of Online Education Due to the Covid-19 Pandemic
	Introduction: The Influence of Covid-19 on Education
	Advantages and Disadvantages of Online Learning
	Improving the Design of Online Classes
	The Future of Education
	References
Industrial Challenges for Face-to-Face and Online Project-Based Learning in Engineering Higher Education: Student Perspective
	Introduction
		The State of University-Industry Collaboration in Finland
		Project-Based Learning
		E-learning
	Data and Methods
		Students’ Background
		Course Background
		Projects Background
	Results and Discussion
	Conclusion
	References
Financial Benefits for Companies Through Collaboration with an Academic Organization Using a Project-Based Learning Approach
	Introduction
	The Business Case
		Project-Based Learning
		Cooperation
	Methodology and Data
		Academic Organizations
		Types of Projects
		Process
		Cost Calculation
	Results and Discussion
		Costs
		Potential Savings
	Conclusion
	References
Art-Based Innovation Teaching and Learning: How Do Students, Teachers, and Administrators Experience STEAM Education Online?
	Introduction
	Literature Review
		Online Education
		STEAM Education
		STEAM Online
		The Community of Inquiry Framework
	Research Design
	Findings and Discussion
		The Organizers’ Perspective
			Cognitive Presence
			Social Presence
			Teaching Presence
		Teachers’ and Students’ Perspectives
			Cognitive Presence
			Social Presence
			Teaching Presence
	Conclusion on STEAM and Online Education
		Scientific Contributions
		Practical Implications
		For Teachers
		For Administrators
		For Policymakers
		Limitations and Future Research
	References
Online Education Innovation Using the CEPHEI E-learning Platform in the New Pandemic Situation
	Introduction
	Teaching Platform Construction for Students Staying in Different Countries During the Covid-19 Period
		CEPHEI Platform
		Course Information
	Blended Course Construction for Students in University During the Covid-19 Pandemic Period
		Student Structure
		Case Section of the Blended Course
	Blended Course Construction for Practice Training for Industry
		Introduction to the Pattern
		Case Study of Academic–Industry Training Activity
	The Advantages of Blended Learning
		Teacher-Supervised and Student-Centered
		Greater Focus on Capacity Building While Learning Knowledge
		Combination of Multiple Learning Styles for Students’ Personalized Development
		Human–Computer Interaction and Person-to-Person Communication Complement Each Other
	Conclusion and Prospects
	References
Designing a Framework to Develop a Flipped CEPHEI Course in Innovation Systems and Technological Development
	Introduction
	Overview of the Course “Innovation Systems and Technological Development”
	Pillars of the Course Development
		Integration of the Course into the TUSUR Educational Process
		Interaction with TUSUR Industrial Partners
		Comprehensive Quality Control and Assessment
		Coordination and Integration with TUSUR Operational Everyday Routines
		Project Management and Sustainability
		Technical and Human Resources Procurement and Support
		Policy Implication for the Regional Innovation System of Tomsk Oblast
	Conclusion
	References
How the CEPHEI E-course Syllabus Design Was Developed and Implemented
	Introduction
	Stage One: Identify Desired Results (Curriculum)
	Stage Two: Determine Acceptable Evidence (Assessment)
	Stage Three: Create the Learning Plans (Instruction)
	Creating a Syllabus and Course Overview
	Creating Instructional Activities
		Pre-class Content
			Module Overview
			Prior Knowledge Activity (Questions Asked Before Students Watch the Video)
			Graphic Organizer (Questions Asked While Students Are Watching the Video)
			Video
			Accountability Element: Quizzes (Questions Asked After Students Have Watched the Video)
			Social Component (Where Students Can Pose/Discuss Questions After the Video)
		In-class Instructional Activities
			Start-of-Module Review Activity (Bridging Element)
			Strategies for Students with Incomplete Understanding
			Student-centered In-class Instructional Activities
			Scaffolding of In-class Instructional Activities
			Differentiation of In-class Instructional Activities
			Authentic In-class Instructional Activities
			Accountability Elements
			Range of Learning Strategies
		End-of-Module Instructional Activities
	Conclusion
	References
Index