Attitudes for Improved Learning & Knowledge in Archetypal Engineering Courses

Hamid Ahtesham (), Yasir Javed (), Shabir Hussain Khahro () and Sarah Almuqhim ()
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Hamid Ahtesham: Prince Sultan University, Riyadh, Saudi Arabia
Yasir Javed: Prince Sultan University
Shabir Hussain Khahro: Prince Sultan University
Sarah Almuqhim: College of community, Shaqra Univesrity

No 8411501, Proceedings of Teaching and Education Conferences from International Institute of Social and Economic Sciences

Abstract: It has been reflected during teaching ETHC303 ?Ethical and Social Aspects of Computing? at Prince Sultan University, Riyadh that the students have a vague understanding about the subject at the beginning of the semester. They believe it as a second course and expecting higher grades in it, whereas the scenario is the other way around. The subject of this nature to be taught in final year class cannot be covered in the traditional way. As it is more towards practical practice rather than bookish approach. There were three techniques used to analyse this problem in this case study including Individual Interviews, Literature Review Task (LRT) as a Flipped Class Room (FCR) approach and Field Trip (FT). In the end, Visual Clips were also used as an experiment for learning objectives delivery. It is analysed that the literature review task as a flipped classroom approach could not produce satisfactory results for courses like ethics. Whereas field trips significantly produced satisfactory results for such a problem. It is also observed that visual clips are helpful for outline delivery within the subject of such typical nature. It is concluded that field trips, visual clips and individual counselling are quite supportive and helpful to increase learning and knowledge in the subjects such as ETHC303 ?Ethical and Social Aspects of Computing?.

Keywords: Flipped Class; Field Trip; Academia; Action Research (search for similar items in EconPapers)
Pages: 9 pages
Date: 2019-06
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Published in Proceedings of the Proceedings of the 7th Teaching & Education Conference, London, Jun 2019, pages 12-20

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