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Constructive learning methodology for distant based online education in renewable energy technologies
KTH, Skolan för industriell teknik och management (ITM), Energiteknik. Ecole Mines Nantes, France.
KTH, Skolan för industriell teknik och management (ITM), Energiteknik, Kraft- och värmeteknologi. EIT InnoEnergy Scandinavia AB, Sweden.
KTH, Skolan för industriell teknik och management (ITM), Energiteknik, Kraft- och värmeteknologi. EIT InnoEnergy Scandinavia AB, Sweden.
2017 (Engelska)Ingår i: PROCEEDINGS OF 2017 IEEE GLOBAL ENGINEERING EDUCATION CONFERENCE (EDUCON2017), IEEE , 2017, s. 1033-1041Konferensbidrag, Publicerat paper (Refereegranskat)
Abstract [en]

With the rising concerns about global warming, climate change and the rapid development in the renewable energy industry, many higher educational institutes such as engineering and technological schools around the world have started to offer various educational programs related to sustainable energy pedagogical topics. The knowledge of renewable energy will be a crucial part of scientific literacy for the future; hence it is an absolute necessity to develop easily accessible and flexible-learning approaches in order to succeed in this. Due to various factors, today, the digital online education concept is becoming very popular, both as blended on-campus and as stand-alone studies. Moreover, the traditional teacher driven education system is being also challenged and new student oriented teaching approaches are currently being identified and practiced by various educational experts. This paper discusses a case study developed by applying the learner-centered teaching concept and implemented as part of an online learning course offered for one month (14 hours of learning time was recommended per week) focusing on renewable energy technology innovations for five student groups in three countries. The methodology section of this paper discuss the application of aligned teaching methodology for designing and constructing the course, content deployment of an existing learning management tool and the implementation and course evaluation. Finally, the assessments were graded and results were analyzed to identify success of the new educational concept applied A survey questionnaire was also prepared to receive the thoughts about online learning courses and their experience with the online course performed From an overall point of view, the evaluation and the results exemplify the success and the acceptance of the offered online course by the participants providing good average grading and positive opinions of the method of implementation. Participants also expressed their greater enthusiasm and interest of participating in such online courses for renewable energy engineering, as many of the topics offered through the course are lacking in their existing or past study curriculums.

Ort, förlag, år, upplaga, sidor
IEEE , 2017. s. 1033-1041
Serie
IEEE Global Engineering Education Conference, ISSN 2165-9567
Nyckelord [en]
Aligned teaching, Renewable Energy Technology Innovations, Online course, Intended leaning outcomes (ILOs), Achived learning outcomes(ALOs)
Nationell ämneskategori
Energiteknik Utbildningsvetenskap
Identifikatorer
URN: urn:nbn:se:kth:diva-211634DOI: 10.1109/EDUCON.2017.7942975ISI: 000405192300158Scopus ID: 2-s2.0-85023629774ISBN: 978-1-5090-5467-1 (tryckt)OAI: oai:DiVA.org:kth-211634DiVA, id: diva2:1130379
Konferens
8th IEEE Global Engineering Education Conference (EDUCON), APR 25-28, 2017, Athens, GREECE
Anmärkning

QC 20170809

Tillgänglig från: 2017-08-09 Skapad: 2017-08-09 Senast uppdaterad: 2017-08-09Bibliografiskt granskad

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Jayasuriya, JeevanFransson, Torsten

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Dayananda, ChathuriJayasuriya, JeevanFransson, Torsten
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