TEM Journal. Volume 11, Issue 1, pages 463-471, ISSN 2217-8309, DOI: 10.18421/TEM111-59, February 2022.

Engineering Education and Learning

outside the Classroom through MOOCs:
Student Assessment
Olga Tarasova 1, Aleksei Bykov 2, Tetiana Likhouzova 3, Irina Petunina 4

1
Nizhny Novgorod Dobrolyubov State Linguistic University, Nizhny Novgorod, Russian Federation
2
Moscow Technical University of Communications and Informatics, Moscow, Russian Federation
3
National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute”, Kyiv, Ukraine
4
Federal State Budgetary Educational Institution of Higher Education “Kuban State Agrarian University
named after I.T. Trubilin”, Krasnodar, Russian Federation

Abstract –The development of engineering students is 1. Introduction

more often associated with classroom learning, but
there is an increasing need for online learning. This Today, in the context of rapidly developing
study tests students' impressions of a specialized technologies and the COVID-19 pandemic, online
massive open online course. Engineering students from
platforms (for example, Moodle, iSpring Learn,
the Russian Federation and Ukraine (n = 295) were
involved to the empirical part. According to the results, WebTutor, Teachbase, Memberlux, etc.) are being
84% of the participants had difficulty in using the increasingly often used in education. Engineering
knowledge gained during the course. In this paper, the education is no exception. Many universities have
authors suggest ways of improving online courses for already started using such platforms to teach their
students so that what they learn can be put into students, but there are still many problems with this
practice. On average, it will take universities 4.5 - 8 (lack of technical skills, slow Internet connection, old
years to completely switch from face-to-face classes to gadgets, etc.).
the use of MOOCs. Many educational institutions have done a great
Keywords – engineering education; MOOCs; job of incorporating digital tools into their online
technologies in education; online learning courses and hybrid learning that combines a
environments. personalized approach with online learning.
However, today the introduction of technology into
higher education, where it is most needed, is
characterized by a slow pace [1]. Universities in
different countries, including the USA, the Russian
Federation and Ukraine, are trying to solve this issue.
DOI: 10.18421/TEM111-59 Online courses, which provide different categories
https://doi.org/10.18421/TEM111-59 of students with the opportunities to obtain new
Corresponding author: Tetiana Likhouzova, knowledge and skills or improve the ones they have,
National Technical University of Ukraine “Igor Sikorsky have become very popular. Nowadays, massive open
Kyiv Polytechnic Institute”, Kyiv, Ukraine. online courses (MOOCs) allow learners to acquire
Email: [email protected] knowledge remotely. MOOCs can be used in any
area of learning. The motivation of students plays an
Received: 24 November 2021. important role. Only 15% of students who start a
Revised: 15 February 2022. course complete it. At the same time, the number of
Accepted: 21 February 2022. students who paid their tuition fees and completed
Published: 28 February 2022.
the course is much higher than the number of those
© 2022 Olga Tarasova et al; published by who enrolled in the course free of charge and
UIKTEN. This work is licensed under the Creative dropped out, which indicates the higher motivation of
Commons Attribution‐NonCommercial‐NoDerivs 4.0 the former. The most popular MOOCs are Coursera,
License. Future Learn, Lectorium, EdX, Open Education,
The article is published with Open Access at Intuit and others [2]. In some cases (for example, to
https://www.temjournal.com/ study a foreign language), various messengers can be
used, for exam le WhatsApp [3].

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 TEM Journal. Volume 11, Issue 1, pages 463‐471, ISSN 2217‐8309, DOI: 10.18421/TEM111‐59, February 2022.

Online platforms offer a number of advantages, for individual student, the researchers cannot conclude
example, learning at a convenient time and from any that there was genuine collective intelligence.
location, reducing the cost of transport and living in According to them, ICT-based teaching
another city, reducing teaching load, etc. methodologies offer new methods of knowledge
Today, online learning is being widely transfer and management in higher education. The
implemented and the quality of the systems required fact that students collaborate in evaluating each
is an urgent problem. The quality of an online other's work contributes to their motivation and
system, which refers to the availability and quality of promotes an active learning process [5].
content, is the most significant external factor that
affects perceived ease of use and perceived 1.2. Virtual Laboratories
usefulness. Technical students also believe that e-
learning platforms help them learn as they can revisit Virtual laboratory is a source of information that
what they have already learned (tapes and videos) in provides students with the opportunity to master
an online course [4]. practical skills and allows them to simulate
The use of online platforms is gaining momentum environmental phenomena and processes. The
today, so it is important to carefully consider the advantages of a virtual laboratory involve reducing
quality of their content and the opportunities the amount of equipment for experiments, improving
provided to students. This study aims to assess the the visibility of experiments in the absence of
capabilities and test the quality of online courses in appropriate equipment at the university, developing
the context of teaching engineering students. students' thinking skills using new Internet
technologies, improving the quality of information
1.1. Literature Review support for the learning process, automating the
verification of student experiment results, reducing
Engineering and science education is generally the risk of injury (for example, burns). The
based on skill development and content learning. disadvantage of a virtual laboratory is the lack of
However, in order to qualitatively prepare students tactile sensations during experiments. In general,
for modern life, it is also necessary to develop critical virtual laboratories were created not to replace real
thinking and stimulate thoughts on how to improve experiments but to supplement them [8].
current practices with the help of new technologies Available online laboratories have different
and tools [5]. interfaces and technical settings ranging from a
In the online learning environment, it is necessary simple experimental room based on a webcam to
to take into account different approaches to teaching complex direct control and feedback systems. Some
engineering disciplines. Content-based learning of them have been integrated into the learning
consists of sequential teaching of basic concepts and environment while others have a separate application
regular lab classes. Problem-based learning refers to programming interface. Today the most popular
technical skills (such as system design and problem online labs are RoboticHomeLabkit test bench,
statement) and soft skills (such as teamwork, Mobile robotlab, Manipulatorlab, 3D printerLab [9].
communication skills, lifelong learning, and
professional (or ethical) responsibility) [6]. Active 1.3. Forums
learning is a broad concept that refers to educational
approaches aimed at student participation rather than Internet forums are a good platform for students to
passive listening. There are many approaches to communicate and learn, but the problems related to
active learning, including problem-based learning, finding and tracking a large amount of data that are
project-based learning, challenge-based learning, generated on them often has the opposite effect.
service learning, flipped teaching, gamification, and Scientists suggest computer processing of
game-based learning [7]. information that can be used in online learning. Thus,
The collaboration model described by the Spanish information is processed using human language
researchers is based on the peer review methodology, processing techniques and the main topics of
which is implemented on an online learning platform. discussion are identified. According to the
The students were asked to review the work of their researchers: (1) Forums are the most important factor
fellow students, namely, to suggest ways to improve, in the success of Open and Distance Learning
comment on, and evaluate the tasks completed. The (ODL); (2) Forums can improve transfer of
process was supervised by the teachers. The knowledge, which will help increase participation,
experiment was attended by the Faculty of Computer teach and retain learners; (3) Methods of automatic
Science students. According to the results, content analysis of information can help process large
mastery and several skills improved. Although the volumes of messages [10].
team performance was greater than that of an

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1.4. Massive Open Online Courses 1.6. Engineering Student Platforms

Today Massive Open Online Courses (MOOCs) CooL: SLiCE Cyberlearning Platform. American
are a tool that provides free quality education scientists have created an interactive web-based
opportunities for everyone. Learners can also study cyber learning environment. Constructionism in
engineering and programming on these platforms. Learning: Sustainable Life Cycle Engineering
However, programming cannot be mastered only (CooL: SLiCE). It was designed to facilitate the
with the help of common MOOC components such consideration of different human-initiated or
as content reading, video lectures, and quizzes. This controlled impacts on the natural environment
requires hands-on programming exercises and timely through team and individual project activities. Thus,
feedback. German researchers offer automatic CooL: SLiCE enables physical/hands-on engineering
evaluation of programming problems. Similar education based on a virtual platform that allows
systems that automatically assess students' students to analyze and visualize changes in product
programming assignments have been in use for over design, manufacturing processes, and supply chain
fifty years. Educational web-based tools such as configurations in terms of sustainability indicators.
Codewars and CodingBat can help educators as they CooL: SLiCE Cyberlearning Platform contains the
already contain a collection of hands-on modules of Product Design and Visualization;
programming exercises that can be used in a web Manufacturing Process and System Analysis;
browser [11]. Sustainable Product Architecture and Supplier
Lack of self-discipline to complete MOOCs and Selection (S-PASS) [15].
lack of interaction with others are the major hurdles CARDS. Online Card Sorting Platform (CARDS).
compared to compulsory lecture attendance. CARDS enables researchers to develop card sorting
Nevertheless, MOOCs offer a flexible schedule and tasks and send them to participants in order to
an opportunity to study regardless of location, which remotely collect data and analyze them. A card
makes it easier to access such education, in particular sorting session involves participants sorting a set of
for those who want to study entrepreneurship. There cards (such as engineering scenarios) while relying
are 4 main characteristics of MOOCs: (1) They are on any chart that they think is appropriate. Thus,
open to everyone, no entry requirements; (2) There is cards with car images can be sorted by color, number
no limit to the number of participants; (3) They are of doors or size, and there is no correct sorting
free; (4) Courses are fully online [12]. method. This approach is often used in user interface
Online courses should be evaluated according to (UX) design when users are asked to sort cards by
the following criteria: instructor design; category to get usability feedback, such as how to
communication, interaction and collaboration; organize context menus [16].
student assessment; student support and resources; Today, online education is still not very popular
web design and course evaluation [13]. among students. The main factors affecting student
acceptance of online learning are the learning
1.5. Big Data environment, instructor availability, clear and timely
feedback. Those students who prefer an online course
The advantages of big data technology in usually focus on reducing the cost of travel to the
education include improved learning experience, university. Some learners believe that there are
higher-quality learning, improved market analysis, certain disciplines that they would not like to study
effective decision making, predictable learning and online. Those who prefer traditional learning talk
assessment strategy. Big data technology is used in about the importance of interaction with teachers and
education for several purposes, such as identifying fellow students. Some students believe that they
students at the risk of dropping out; predicting should be taught social skills in college (university).
academic performance; studying student behavior; Low motivation and technical problems were cited as
tracking absenteeism; making course other online learning problems [17].
recommendations; providing instant help and To date, the above technologies have been poorly
assessment; ensuring visual analytics of student introduced into the educational process, but they are
interaction on forums; improving accessibility; commonly used.
promoting research and development; identifying the
risk of non-assimilation of the course by students
[14].

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1.7. Setting Objectives Examples of test questions:

Today, there is an acute problem with the quality 1. In what way would you like to become rich?
and efficiency of online education, including  Invest in my business, take risks
engineering education. This study is conducted in  Build a career in a company
order to obtain data on the quality of engineering  Win the lottery
education and the results of such training. 2. What would you do with money if you made a
The purpose of the study is to determine students' million?
learning outcomes in the context of online education,  Put money in the bank and receive%
describe its advantages and disadvantages, as well as  Invest in my business
develop recommendations for improvement.  Distribute the money between the first and
The objectives of the study include determining the second options
quality of the online platform/course, assessing the 3. If you became rich, would you like to appear in
relevance of the course and students' interest in it, as the papers?
well as determining the effectiveness of the online  My name often appears in the media
platform in teaching engineering students.  Yes
 No
2. Methods and Materials Examples of interview questions:
2.1. Research Design and Sample 1. Are you interested in the topic of this course?
2. What do you think about the quality of this
The research was based on testing and interviews. course?
A similar method was used by Chiu and Chai [18]. 3. Was the information easy to perceive?
4. How did you benefit from the course?
2.2. Survey 5. Would you recommend it to your friends or
family?
The study was attended by 295 engineering
students (19-22 years old) from Kuban State 2.3. Data Analysis and Statistical Processing
Agrarian University named after I.T. Trubilin (the
Russian Federation) and Igor Sikorsky Kyiv The test results were entered into Excel and
Polytechnic Institute (Ukraine) (Table 1). They were analyzed. The interview results were recorded on a
handed out invitations in university campus facilities. SONY voice recorder, transcribed into Word, and
The students were offered to take the online course further analyzed as well. All the results obtained
"Systems Thinking" on the Open Learning platform. were relevant.
The course consists of three modules. The course
topics are (1) What types of situations are we dealing 2.4. Ethical Issues
with? (2) What does “complex system” mean? (3)
Strengthening our systems thinking; (4) Worldview Participation in the study was voluntary. When
and paradigms; (5) Applying systems thinking in life. students were invited to participate, they were
The course tasks can be completed at any time. The handed out printed information about the objectives,
course lasted 3 weeks (from July 26 to August 16, rules and conditions of the study. Students' responses
2021). After that, the participants took a written test were not transferred to third parties and the results
to check the level of knowledge on the topic (August were not disclosed.
17, 2021) and were interviewed about their opinion
on the course (August 19, 2021). The test and 2.5. Research Limitations
interviews were conducted in the classrooms of the
above universities. The results of the study can be considered reliable
as the testing procedure was supervised and the
Table 1. Demographic information
students were not allowed to use any aids but it
Male 160 should be noted that the participants were from only
Gender
Female 135 two universities in Ukraine and the Russian
19-20 185 Federation and their number was limited.
Age
21-22 110
The Russian Federation (Kuban
State Agrarian University named 152
Country after I.T. Trubilin)
Ukraine (Igor Sikorsky Kyiv
143
Polytechnic Institute)

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3. Results knowledge will help me in life despite the fact that

the course was not accompanied by practice.
3.1. Test Results
The majority of students (72%) spoke positively
about the quality of the course they completed; 68%
The test was aimed, first of all, not at the
of participants found this course interesting; 42% of
theoretical knowledge gained in the course but at the
students believe that they could benefit from the
possibility of its practical application in real-life
course later in life; 79% of respondents consider the
situations. The results showed that the majority of
topic of the course relevant; 84% of participants
students (76%) mastered the information received, but
reported that they did not understand how to use this
only 39% of the participants managed to effectively
knowledge when dealing with life situations; 69% of
apply their knowledge in practice (Fig. 1).
students said they had difficulties in the practical
application of the knowledge gained.
Taking into account the information received from
the respondents during the interview, the following
recommendations for course developers can be
highlighted:
 Simplify the presentation of information. To do
this, diagrams, tables, and graphs can be used.
Concise presentation of information contributes
to better memorization and will also help
Figure 1. Students' test results, % students revisit the lecture material after a while.
In addition, courses can be taken by people with
As can be seen, the majority of students different levels of knowledge; thus, some
demonstrated "satisfactory" performance. The learners may find the teacher's explanation
smallest number of students obtained complicated and confusing.
"unsatisfactory" results. The performance of 32% of  At the end / beginning of a lecture (lesson), it is
participants was "good" and "excellent". necessary to provide its summary (the most
The analysis of the tests showed that it is difficult important points of the lecture in the form of a
for young people to grasp the situation, to calculate table or theses). This will help learners quickly
the steps to be taken to achieve a specific goal, to and easily remember what the lecture was about.
make plans, and etc. Basically, students focus on Timecodes will enable students to quickly find
short-term prospects and quick results. the part of the lecture they need and listen to it
This can be solved by improving critical and again.
analytical thinking skills. Thinking develops in the  Provide more examples of the practical
process of learning; where appropriate, students can application of information. Each lecture should
be involved in solving complex non-standard contain 2-4 examples of the practical application
problems, looking for a way out of difficult of knowledge. Examples should be simple and
situations, etc. comprehensible for learners with various levels
of knowledge. As shown by the results of this
3.2. Interview Results study, the absence or insufficient number of
examples is one of the main problems that
Examples of student responses to interview impede effective assimilation of the course
questions: content. The lack of understanding of how the
theory can be put into practice prevents students
Respondent 1: The course was interesting, but it from using the information they learned in real
was difficult to understand how this information can life.
be put into practice. Sometimes it was difficult to  Consider the ways to provide feedback to
follow the lecturer and I had to go back. I got a learners on their test results. In this case, tests
general idea of the topic but nothing specific. should be conducted after each lecture. For
Respondent 2: The course seemed interesting to example, each incorrect answer should be
me, I would advise my friends to take it. At the same followed by a detailed explanation. Forums,
time, I did not cope with the test well. In theory, chats, and e-mail can be used to provide
everything is clear, but in practice, problems arise. feedback. Lack of communication and feedback
Respondent 3: It was somewhat difficult to is one of the major problems in distance learning.
comprehend information in English. The course is  In courses aimed at a large audience, it is
interesting and of high quality. I think that this necessary to use the simplest language and

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immediately explain any scientific terms or At this stage of the development of technologies in
provide an explanation in the form of text on the education, it is recommended to give preference to
screen. It should be remembered that learners options No. 2 and No. 3 and not to completely
have different levels of knowledge and they abandon traditional education.
could have previously studied other disciplines. It will take universities 4.5 - 8 years to completely
For example, a philologist can take a course on switch from face-to-face classes to the use of
the basics of programming or vice versa. Also, MOOCs. A model of the transition of universities to
older people may not remember the definitions of the massive use of online courses is described below
some terms they studied in college or university. (Table 3).
 Pay more attention to the purpose of the course
(audience, age, level of knowledge, etc.). A Table 3. Model for the implementation of MOOC courses
mixed form of courses (for example, lectures + in university programs
practical classes + discussion on the forum) is MOOC implementation stages Duration
suitable for engineering students. They also need The beginning of the use of MOOCs by
a control system (attendance, individual work, students as additional general education
6 months
tests) as young people may not have enough 1 courses. For engineering students, these
- 1 year
motivation to complete the course thoroughly can be cultural studies, business ethics,
and qualitatively. Working people should select management
courses dominated by lectures as while working, The introduction of MOOCs as a source
they can immediately apply theory in practice. of additional advanced information on 1-2
2
university courses (e.g. additional years
For those who are simply interested in the topic
programming languages)
of the course and take it on their own initiative,
Providing an opportunity to take
courses focused on the analysis of real-life MOOCs instead of some face-to-face
examples are good option. courses. The use of MOOCs as a source
Today, MOOCs can be used as an additional 3 of duplicate information to consolidate 2-3 years
resource to educate engineering students. Their use and repeat the material. In the beginning,
these may be history and philosophy
has a number of advantages, such as reducing the
courses.
workload of teachers, ensuring a free schedule, Complete replacement of some
providing an opportunity to study regardless of university courses with MOOCs. It is
location, reducing costs, etc. 1-2
4 necessary to start with non-major
In engineering education, MOOCs can be used in years
disciplines (for example, economics, a
several formats (Table 2). foreign language)

Table 2. MOOCs in engineering education This model can be used by all universities in the
context of all disciplines, including engineering
Students may be offered to take
additional courses, which are not education. However, in the course of its
Completing implementation, it is necessary to constantly monitor
found in the university curriculum,
1 additional the effectiveness of MOOCs by testing the level of
on the MOOC platform in order to
courses students' knowledge (tests, exams).
improve knowledge and broaden
their horizons.
More Students can listen to online 4. Discussion
information courses in order to obtain broader
2
on university information on any disciplines or As mentioned above, in a constantly changing
courses topics that are studied at university environment, young people need to acquire
Students can listen to online knowledge not only in their area of expertise. Each
Repetition of
courses in order to repeat or student should receive basic knowledge of
information
consolidate the information they economics, psychology, management, and other
3 from
learned during the lecture. It can
university subjects in order to be a highly qualified and
also be useful for those who
courses competitive specialist in the labor market. According
missed face-to-face classes.
When circumstances require (for to Spanish scientists, in the modern world, it is not
Replacing enough to have technical competencies and the
example, distance learning, a crisis
face-to-face technical education of the future should be more
4 situation (the Covid-19 pandemic),
university
etc.), students can complete the integrative. Moreover, in the rapidly growing
courses
course online economy, engineers should understand the basic
principles of project management [19]. MOOCs and
other online learning platforms can greatly help with
this.

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Today, MOOCs are becoming increasingly auditory, reading / writing, kinesthetic, and
popular among different categories of learners. multimodal (more than two learning styles) [21].
Massive open online courses (MOOCs) have been There is an opinion that it is difficult to become an
considered an alternative to part of traditional classes engineer by studying only remotely. Today many
in higher educational institutions while making the universities are introducing MOOCs into their
learning process more personalized, reducing teacher curricula, but there are still many areas to be
workload and the cost of implementing courses [8]. improved. Recommendations for the improvement of
With the outbreak of the COVID-19 pandemic in online engineering education: increase the quality of
2020, online learning has become the major way to learning and teaching, reduce costs, increase student
keep learning. The first online course was launched satisfaction, increase teacher satisfaction, provide
in Canada in 2008. Today in the Russian Federation, design and maths opportunities, create better labs for
there are three models for the introduction of online online engineering education, allow students to study
courses in higher education: (1) Introduction of from anywhere, establish partnerships, use online
MOOCs in blended learning; (2) Partial replacement learning technologies [22]. However, interactive
of regular courses with online courses; (3) learning technologies are widely used at all stages of
Development of an online master's degree program learning. The role of news resources and websites is
that is based on MOOCs [8]. Since 2020, MOOCs particularly noteworthy [23].
have gained the greatest popularity as the COVID-19
pandemic has created the need for distance learning. 5. Conclusions
In addition, due to the large amount of time spent at
home, many people decided to increase their level of The test results showed that 61% of participants
education, which can be easily done with the help of experienced some difficulties while taking the test.
MOOCs. Thus, the performance of 19% of students was
In the context of MOOCs in engineering
"excellent" (81-100 points); 26% demonstrated
education, scientists from the United States
recommend the use of competency-based learning "good" results (61-80 points); the performance of
(CBL), which implies a pedagogical approach that 42% and 16% of respondents was rated as
focuses on measurable student outcomes [20]. The "satisfactory" (36-60 points) and unsatisfactory (0-35
assessment of student progress is based mainly on points), respectively. The main difficulties in passing
whether he / she has acquired certain skills the test were the application of theoretical knowledge
(competencies). Possession of such competencies in practice and the insufficient number of examples
implies the ability to apply the acquired knowledge in the lectures. The interviews with students showed
in real life situations. To achieve great professional that most of them positively assess the quality of this
outcomes, an engineering student has to possess (1) course. Many participants believe that the course is
leadership abilities; (2) teamwork skills; (3) interesting and relevant today. Some of them are
communication skills; (4) self-reflection; (5) ready to recommend this course to their friends and
interdisciplinary skills; (6) recognition of a acquaintances. However, 69% reported that it was
disciplinary perspective; (7) context awareness; (8)
difficult for them to understand how to apply the
design skills [20]. This approach can help students
learn to apply theoretical knowledge in practice – the information in practice.
skill that young people with no work experience When developing courses, it is recommended to
often lack. As many participants in this study noted, simplify the presentation of the material, to use
putting knowledge into practice is one of the most graphs, schemes, and tables; at the end/beginning of
challenging aspects of online learning. the lecture, to provide its brief summary in the form
In the course of the development of online of a table or theses; to introduce more examples so
courses, it should be borne in mind that despite the that students understand how the information can be
fact that they are designed for a wide audience, each applied in practice; to provide feedback through
student has his/her own learning style. In this regard, forums, chats, email correspondence, etc.; to use
courses should present information so that it can be simple language and explain all the terms found in
comprehended by people with various cognitive the course materials taking into account the fact that
abilities. Researchers from Lithuania concluded that learners can be of different ages, from different
(1) changes in pedagogy are needed to improve
countries, and also with different levels of
student performance; (2) the main success factors in
implementing mobile learning scenarios were the knowledge; to take into account the specifics of the
determination of student learning styles; audience the course is designed for (age, education,
identification and application of suitable learning goals, etc.). At the same time, it is necessary to
activities, methods, goals, tools and mobile constantly monitor the effectiveness of courses by
applications in accordance with the student learning testing the knowledge of students. In the case of
styles; the use of correct sequences and sets of students, it is necessary to use control methods such
teaching methods when implementing mobile as attendance records, independent work, testing as
learning. Learning styles are categorized into visual, one of the reasons why young people do not

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complete online courses is the lack of motivation and [7]. Chan, K., Cheung, G., Brown, I., & Luk, G. (2015,
control on the part of teachers and parents. June). Synthesizing technology adoption and learners'
MOOCs can be used in engineering education in approaches towards active learning in higher
several ways: taking additional courses, providing education. In international conference on e-
learning (p. 66). Academic Conferences International
additional information on university courses,
Limited.
repetition of information from university courses, [8]. Radhamani, R., Divakar, A., Nair, A. A., Sivadas, A.,
replacing face-to-face university courses. In addition Mohan, G., Nizar, N., ... & Diwakar, S. (2018,
to MOOCs, it is recommended to use virtual labs and September). Virtual laboratories in biotechnology are
forums, where students are given more opportunities significant educational informatics tools. In 2018
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Engineering Pedagogy (iJEP), 4(4), 12-15.
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