ISBN 978-1-7281-8662-7 Editado por ICACIT ©ICACIT, 2020 6th Symposium ICACIT 2020 - International Symposium on Accreditation of Engineering and Computing Education, has been organized by ICACIT. Organizing Committee

Conference Chair: Jimmy Túllume Salazar

Technical Program Chair: José Durán Talledo

Scientific Committee:

1. Gabriel Añazco (Chile) 2. Diego Hernando (Colombia) 3. Eduardo Bezerra (Brasil) 4. Alejandra Acuña Villalobos (Chile) 5. John Long. (Australia) 6. Cristian Bornhardt (Chile) 7. Jonathan Weaver (USA) 8. Luiz Ricardo Begosso (USA) 9. Rafael Mellado-Silva (Chile) 10. Jonathan Alvarez Arizs (Colombia) 11. Nelson Piedra (Ecuador) 12. Alba Pérez (Ecuador) 13. Carlos Eugenio Martínez-Cruz (El Salvador) 14. Luis Serpa-Andrade (Ecuador) 15. Roger Hadgrafz (Australia) 16. Juan Pablo Cardona Guio (Colombia) 17. Joberto Martins Salvador University (Brasil) 18. German Ramos (Colombia) 19. José Antonio Pow-Sang (Perú) 20. Jorge Abad (Ecuador) 21. Oscar J. Suarez (México) 22. Janneth Chicaiza (Ecuador) 23. Luis Barrera (Perú) 24. Sandra Milena Merchan Rubiano (Colombia) 25. Teofilo Ramos (México) 26. Francisco Moo-Mena (México) 27. Solomon Sunday (Finlandia) 28. Jesus Gabalán Coello (Colombia) 29. Tomislav Jagušt (Croacia) 30. Maria Hallo (Ecuador) 31. Alfredo Soeiro (Portugal) 32. Diana Francisca Adamatti (Brasil) 33. Gregory Lucenko (Ucranía) 34. Divya Nalla Nalla Malla (India) 35. Gabriela Carrillo (Ecuador) 36. María Isabel Pozzo (Argentina) 37. Claudio Andres Catalán Huenchur (Chile) 38. Ana Liz Souto Oliveira de Araújo (Brasil) 39. Anastassis Kozanitis (Canada) 40. Felipe Muñoz Pontificia (Chile) 41. Eduardo Rodríguez Araque (Colombia) 42. Nuria Llobregat-Gomez (España) 43. Eduardo Torres (México) 44. José Carlos Quadrado (Portugal) 45. Christian Diaz (Chile) 46. Marìa Felipa Cañas Cano (Perú) 47. Abdelmalek Halawani (Palestina) 48. Wim Van Petegem (Bélgica) 49. Marco Winzker (Dinamarca) 50. Cristian Castro (Chile) 51. Maria Teresa Garibay (Argentina) 52. Alexander Mikroyannidis (Reino Unido) 53. Orlando Lopez-Cruz (Colombia) 54. Marcin Fojcik (Noruega) 55. Anne-Marie Jolly (Francia) 56. Vicente Ferreira De Lucena Jr (Brasil) 57. Chandrabhan Sharma (Jamaica) 58. Adriana Paez Pino (Colombia) 59. Christina Andersson (Alemanía) 60. Michael Oudshoorn (USA) 61. Una Beagon (Irlanda) 62. Francisco Fialho (Brasil) 63. Rajendra Raj (USA) 64. Mario Chauca (Perú) 65. George Magoulas (Reino Unido) 66. Abdallah Al-Zoubi (Jordania) 67. Andre Luiz Przybysz (Brasil) 68. Peter Tase (USA) 69. Paola Ordoñez (Colombia) 70. Barend Botha (Sudafrica) 71. Paulo S Lopes De Souza (Brasil) 72. Yovanny Vela Saenz (Colombia) 73. Anna Friesel (Dinamarca) 74. Jimmy Túllume Salazar (Perú) 75. José Durán Talledo (Perú)

Topic Symposium ICACIT 2020 1. Quality Assurance and Accreditation: - National and international program accreditation: experiences, implementation, models and multi-models. - Assessment, evaluation and continuous improvement: experiences, implementation, models and multi-models. - Models of quality assurance, accreditation, licensing and multi-models. - Curriculum design (curriculum and course abstract) aligned with student outcomes or competencies. - Inclusion of collaborative or student-centered learning techniques at the program level. - Educational policies.

2. Teaching and Learning in Engineering and Computing Education - Final and intermediate integrating projects. - Engineering major design. - Student outcomes. - Teaching focused on meaningful learning. - Assessment of learning, student outcomes, competencies. - Applied technology and virtual or augmented reality environments. - Learning in unidisciplinary, multidisciplinary and transdisciplinary contexts. - Inclusion of collaborative or student-centered learning techniques in the classroom. - Curricular development. - Student-centered teaching methods. - Transdisciplinary learning.

3. Students and Professors’ Relationship with Industry, Government, Society and Academy. - Student outcomes: definition, evaluation, monitoring of graduates. - University social responsibility (USR): USR projects, cooperation, articulation, R+D+I applied to the USR. - University-Industry Link: projects, cooperation, articulation, R+D+I. - University-Academy link: joint R+D+I projects, student/professor exchange/stays, cooperation, articulation, R+D+I. - University-Government link: joint R+D+I projects, professor/student internships, cooperation, cooperation in the legal framework. - Student outcomes and their relationship with the recruitment and selection of workforce. - Linking with graduates: challenges and benefits.

4. Students, Professors and Associated Services. - Characterization of new entrants and students: experiences and studies on behavior. - Characterization of teachers and pedagogical and specialty training plan. - Migration of students from / to other programs. - Tutoring and the like: proposals and experiences. - Professional and pre-professional practices in relation to Student Results / Competencies.

5. Equity, Diversity & Inclusion: - Gender in Engineering Education. - Social Justice. - Recruitment and selection. Evaluation of Grouped Flipped Classrooms Compared with Three-Year Actual Classes Using a Questionnaire

Katsuyuki Umezawa Takashi Ishida Department of Information Science Fuculty of Economics Shonan Institute of Technology Takasaki City University of Economics Kanagawa Japan Gunma, Japan [email protected] [email protected]

Makoto Nakazawa Shigeichi Hirasawa Department of Industrial Information Science Research Institute for Science and Engineering Junior College of Aizu Waseda University Fukushima, Japan Tokyo, Japan [email protected] [email protected]

Abstract—The concept of flipped classroom, in which face-to- statistical evaluation. Section V concludes this study with an face lessons are conducted in school after studying at home, is overall summary and introduction to our future work. gaining interest. We proposed the “grouped flipped-classroom” approach, which divides students in a face-to-face class into II.RELATED WORK three groups based on time and their degree of comprehension of learning at home. We applied the grouped flipped-classroom Bergmann and Sams proposed the flipped-classroom ap- concept to actual classes at the Shonan Institute of Technology, proach [3] [4], demonstrating that student success rate in- Kanagawa, Japan, for three years between 2017 and 2019. The creased and failure rate decreased. Tune et al. showed that the number of students who took classes was 183 in 2017, 189 in exam scores owing to the flipped-classroom approach classes 2018, and 224 in 2019. In this study, we analyzed the findings of a questionnaire. From the results, it becomes clear that there were higher than those owing to conventional lecture-type is a correlation between those who dislike grouping and those classes [5]. Furthermore, Chin reported that “the effect” and who feel that the learning content of lesson is challenging, and “sense of participation” in classes improved when students students with low understanding dislike grouping. looked back on their learning experience [6]. Index Terms—Flipped Classroom, e-Learning, Blended Learn- ing, Effective Classroom III.APPLICATIONTOANACTUALCLASS A. Explanation of class I.INTRODUCTION We applied our grouped flipped-classroom method to the In conventional classes, teachers first give knowledge to “Basic programming practice” class held at the Shonan In- students in a school, and then the students do their homework stitute of Technology from late 2017 to 2019. The number to increase their knowledge, at home. Whereas, in a flipped of students who took classes was 183 in 2017, 189 in 2018, classroom, knowledge acquisition (self-study) is completed us- and 224 in 2019. There were two 90 min classes per day. ing digital teaching materials at home, before a class at school, The content of the lessons covered the basics of the Java and knowledge confirmation and problem-based learning are programming language. performed in the classroom [1]. We proposed the “grouped flipped-classroom” approach as the more efficient alternative B. General explanation of flipped classroom to conventional flipped classrooms. At the Shonan Institute The contents of the classes include the Java programming of Technology, Kanagawa, Japan, we applied this concept language (Input/Output, Variable/Arithmetic, Branch, Repeti- to actual classes. We evaluated the collected questionnaire tion, Array, Method, Class I, Class II). They were implemented results [2]. In this study, we analyzed the questionnaire results as an eight-week flipped-classroom approach, as shown in collected when our proposed method was applied to our actual Fig.1. classes for three years between 2017 and 2019. In Section II, we describe the patterns of a flipped classroom C. Grouped flipped classroom for one week as conventional research. Section III describes details of an Every week, the classes proceed as follows: First, students actual class such as subject information and class composi- learn at home using the browsing history visualization system tion. Section IV presents the questionnaire results and their [7] before face-to-face classes. Through this system, it is

978-1-7281-7118-0/20/$31.00 ©2020 IEEE Q1. Please choose your comprehension of group lessons.  A1. My understanding has deepened by dividing students into groups. A2. If I had to say, my understanding has deepened by dividing students into groups. A3. Grouping has not affected my understanding. A4. If I had to say, my understanding has deepened by not dividing students into groups. A5. My understanding has deepened by not dividing students into groups.   Q2. Please choose the level of difficulty of the course content.  A1. The course content was too difficult for me. Fig. 1. Overall configuration of our flipped-classroom approach A2. The course content was slightly difficult for me. A3. The difficulty level of the course content was just right. A4. The course content was slightly easy for me. possible to obtain a learning log that shows which page of the A5. The course content was too easy for me. self-study content the student has been through and for how   long. This system handles static content in slide format and not Fig. 2. Questionnaire video content. Students conduct self-study achievement tests on Moodle by the end of the self-study period. A self-study achievement test deadline is usually a midnight, B. Results of the questionnaire a day before a face-to-face class. Between a deadline and the We conducted the questionnaire for seven weeks for stu- start of the next class, students are divided into three groups dents between 2017 and 2019, except for the first week of based on the relationship between their self-study time and guidance. level of understanding through the self-study achievement test. C. Analysis for results of Q1 In our proposal, after one week of self-study, students were divided into the following three groups during face-to-face In this section, we analyze whether there is a difference in classes. (A) Students in this group understood the contents the opinions of the students in each group with respect to the of the week’s lesson as a result of self-study and solved the results of Q1 (comprehension of divided classes). The cross exercises prepared on Moodle at their own pace. As some tabulation of the results of the groups and the Q1 results for of the students finished the exercise problems prepared in students in 2017, 2018, and 2019 is shown in Table I. advance, we prepared additional problems for further study. (B) Students in this category did not understand the contents of TABLE I SUMMARY OF Q1 RESULTS the week’s lessons because they did not study or took less time to study. The students in this group were then moved to another Year G A1 A2 A3 A4 A5 A 76 45 184 24 27 classroom to go through the self-study content again. They 2017 B 56 38 143 20 38 then retook the self-study achievement test to measure their C 26 30 95 16 40 understanding level. After that, they were placed in Group A or A 69 71 357 40 83 2018 B 11 17 95 15 27 Group C following the test results. (C) Students in this group C 28 51 140 12 28 took time to study but did not understand the content. They A 134 95 303 44 76 2019 B 28 30 96 11 47 sat besides the teacher, who carefully explained the content. C 21 21 59 17 12 After the explanation, they solved the exercises prepared on the Moodle system like the Group A students. 2 At the end of the class, a final achievement test was con- We conducted a χ test on the results shown in Table ducted to measure each student’s final level of understanding. I, and the resultant p-values are shown in Table II. We The test, like the self-study achievement test, was implemented found significant differences in the students’ distribution in as the completion problem of a 10-point Java program using the academic years 2017, 2018, and 2019. In response to this the quiz function on Moodle. Finally, at the end of the class, result, we then performed a residual analysis of the students’ a questionnaire was conducted on the degree of understanding distribution in the academic year 2017, 2018, and 2019. The regarding the grouping and the degree of difficulty of the class, results of which are shown in Table III. Items in bold with as shown in Section IV-A. “*” or “**” indicate significant differences (i.e., an absolute value of 1.96 or more). IV. EVALUATION USING THE QUESTIONNAIRE In this section, we analyze the results of the questionnaire TABLE II 2 regarding the degree of understanding, grouping, and degree χ TEST RESULTS OF Q1 of difficulty. Year p-value Result 2017 0.0044 < 0.05 Significant difference A. Items of questionnaire 2018 0.0140 < 0.05 Significant difference 2019 0.0005 < 0.05 Significant difference We asked two questions as shown in Fig.2. Concerning students in the academic year 2017, the number TABLE V of students in Group A, who responded “I can understand if the χ2 TEST RESULTS OF Q2 students are not divided into groups” is significantly lower than Year p-value Result those of the students in Group C, who responded to the same. 2017 3.9134 × 10−8 < 0.05 Significant difference 2018 0.0026 < 0.05 Significant difference This tendency is the same as the students in the academic year − 2019 2.8078 × 10 10 < 0.05 Significant difference 2019. In summary, it can be said that the students in Group A are not against grouping, but many students in Group C are against it. We found no common trends between the three years for the other numbers in Table III. “The course content was too easy,” are significantly fewer. Those in Group C in the academic years 2017, 2018, and 2019, TABLE III who answered “The course content was too difficult” and “The RESIDUAL ANALYSIS OF Q1 course content was slightly difficult,” are significantly higher, Year G A1 A2 A3 A4 A5 but those who answered “The course content was too easy,” A 1.81 -0.43 1.35 -0.28 -3.54∗∗ are significantly fewer. 2017 B 0.35 -0.15 -0.38 -0.16 0.44 C -2.47∗∗ 0.67 -1.14 0.49 3.60∗∗ A 1.01 -2.14∗ 0.69 0.05 0.19 TABLE VI 2018 B -1.69 -1.24 0.25 1.53 1.30 RESIDUAL ANALYSIS OF Q2 ∗∗ C 0.28 3.48 -0.99 -1.35 -1.32 Year G A1 A2 A3 A4 A5 ∗ ∗ A 2.41 -0.14 0.35 -0.83 -2.45 ∗∗ ∗∗ ∗ ∗∗ A -1.90 -2.95 1.56 1.49 5.86 2019 B -2.20 -0.25 -0.26 -1.30 4.12 ∗∗ ∗∗ 2017 B 0.97 0.34 0.59 -0.75 -3.31 C -0.71 0.51 -0.17 2.75 -1.55 ∗∗ ∗ ∗∗ ∗ ∗∗ C 1.11 3.01 -2.44 -0.89 -3.08 : p < 0.05， : p < 0.01 A -2.30∗ -0.94 0.98 1.86 2.94∗∗ 2018 B -0.12 -0.41 0.72 0.04 -0.52 C 2.73∗∗ 1.42 -1.72 -2.15∗ -2.90∗∗ A -6.78∗∗ -0.05 3.22∗∗ 2.97∗∗ 2.37∗ D. Analysis for results of Q2 2019 B 4.98∗∗ -0.97 -1.15 -2.33∗ -2.18∗ C 3.50∗∗ 1.24 -3.14∗∗ -1.36 -0.69 In this section, we analyze whether there is a difference in ∗ : p < 0.05， ∗∗ : p < 0.01 the students’ opinions in each group regarding the results of Q2 (difficulty of a lesson). The cross tabulation of the results of the groups and Q2 results for students are shown in Table E. Analysis of the relationship between the results of Q1 and IV. Q2

TABLE IV In this section, we analyze the relationship between the SUMMARY OF Q2 RESULTS results of Q1 (pros and cons of grouped lessons) and those of Year G A1 A2 A3 A4 A5 Q2 (degree of class difficulty). The cross-tabulation of Q1 and A 85 106 109 31 32 Q2 for students in the academic years 2017, 2018, and 2019 is 2017 B 85 105 84 18 3 C 63 92 44 12 1 shown in Table VII. Unlike Table I and Table IV, Table VII is A 126 212 214 36 32 corrected using only Q1 and Q2 responses without considering 2018 B 37 56 59 8 5 Groups A, B, and C. C 75 101 75 6 2 A 83 224 270 47 28 2019 B 65 67 73 5 2 TABLE VII C 39 51 33 4 3 CROSS-TABULATION OF Q1 AND Q2 Year Q1\Q2 A1 A2 A3 A4 A5 2 A1 53 61 27 8 10 We conducted the χ test on the results shown in Table A2 25 45 35 7 2 IV, and the resultant p-values were shown in Table V. We 2017 A3 101 142 138 31 18 found significant differences in the students’ distribution in A4 8 31 12 8 2 A5 46 24 25 7 4 the academic years 2017, 2018, and 2019. In response to this A1 36 37 19 5 11 result, we then performed a residual analysis of the students’ A2 29 69 35 6 0 2018 A3 111 189 244 27 21 distribution in the academic years 2017, 2018, and 2019. The A4 12 27 25 3 0 results of which are shown in Table VI. Items in bold with A5 50 47 25 9 7 “*” or “**” indicate significant differences (i.e., an absolute A1 36 66 69 9 3 A2 14 56 56 14 6 value of 1.96 or more). 2019 A3 74 159 200 15 10 The number of students in Group A in the academic years A4 17 28 20 6 1 2017, 2018, and 2019, who answered “The course content A5 46 33 31 12 13 was too easy” is significantly higher. Moreover, those who an- swered “The course content was too difficult” and “The course In general, coefficients of polychoric correlation are used content was slightly difficult” are significantly fewer. Those in to obtain correlations between qualitative variables (ordinal Group B in the academic years 2017 and 2019, who answered scale). We first calculated the polychoric correlation coefficient for the results in Table VII. The correlation coefficients are In 2019, the students who felt that learning in the class was shown in Table VIII, in which none of them showed a strong easy (answered A5 in Q2) and negative for grouping (answered correlation. A5 in Q1) were significantly higher compared with the results TABLE VIII of 2017 and 2018. This tendency was not seen during the POLYCHORIC CORRELATION COEFFICIENTS FOR TABLE VII 2017 and 2018 academic years. We checked with the students Year Polychoric correlation coefficients who gave this answer. There were 11 students in Group A, 2017 0.0114 two students in Group B, and zero students in Group C. It 2018 -0.0074 2019 -0.0376 is possible that the highly motivated students in Group A did not like this class because it was too easy. Further analysis is needed in this case. Next, as mentioned in the previous section, we conducted a χ2 test based on the results in Table VII. The resultant p-values V. CONCLUSION are shown in Table IX. Significant differences were found in In this study, we applied our proposed grouped flipped- all academic year. We then performed a residual analysis of classroom approach to the actual classes for three years, the students’ distribution in the academic years 2017, 2018, conducted a questionnaire on the degree of understanding and and 2019, the results of which are shown in Table X. difficulty of the class by group division, and analyzed the questionnaire results. From the results of the analysis, the TABLE IX χ2 TEST RESULTS OF TABLE VII following conclusions became statistically evident: students who felt that the classes were challenging were negative Year p-value Result − toward grouping. Students in 2019 who felt that the classes 2017 1.5256 5 < 0.05 Significant difference 2018 1.9609−11 < 0.05 Significant difference were easy and negative for grouping were significantly higher. 2019 3.9759−10 < 0.05 Significant difference We think that it is necessary to devise so that students who are highly motivated to study do not feel that the classes are TABLE X RESIDUAL ANALYSIS OF Q1 AND Q2 too easy. Year Q1\Q2 A1 A2 A3 A4 A5 ACKNOWLEDGEMENTS A1 2.06∗ 1.04 -3.21∗∗ -1.08 1.51 A2 -1.25 1.12 0.89 -0.39 -1.37 Part of this research result was carried out as a part of 2017 A3 -2.17∗ -1.10 3.18∗∗ 0.23 0.07 research project “Research on e-learning for next-generation” ∗ ∗∗ A4 -2.50 2.72 -1.38 1.94 -0.35 of Waseda Research Institute for Science and Engineering, A5 4.12∗∗ -2.81∗∗ -0.90 -0.18 -0.20 A1 2.76∗∗ -0.25 -3.66∗∗ -0.08 3.73∗∗ Waseda University. Part of this work was supported by JSPS A2 -0.58 3.79∗∗ -2.19∗ -0.28 -2.49∗ KAKENHI Grant Number JP20K03082, JP19H01721, and ∗∗ ∗∗ ∗∗ 2018 A3 -3.57 -2.64 6.18 -0.40 -0.37 JP17K01101, and Special Account 1010000175806 of the A4 -0.99 0.88 0.71 -0.12 -1.67 A5 4.04∗∗ -0.34 -4.07∗∗ 1.02 0.89 NTT Comprehensive Agreement on Collaborative Research A1 0.33 0.52 -0.04 -0.46 -1.40 with Waseda University Research Institute for Science and ∗∗ ∗ A2 -3.09 1.09 0.14 2.24 0.58 Engineering. Research leading to this paper was partially 2019 A3 -1.98∗ 0.19 3.51∗∗ -2.98∗∗ -1.85 A4 1.08 0.83 -1.83 1.03 -0.95 supported by the grant as a research working group “Informa- A5 4.88∗∗ -2.62∗∗ -3.83∗∗ 1.76 4.40∗∗ tion and Communication Technology (ICT) and Education” of ∗ ∗∗ : p < 0.05， : p < 0.01 JASMIN． The overall correlation trend cannot be addressed since REFERENCES the coefficient of polychoric correlation is low. However, [1] K. 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These students materials production supporting system based on the existing PDF may influence the noncorrelation of the polychoric correlation file,” [in Japanese], 76th National Convention of Information Processing coefficient shown in Table VIII. Society of Japan, Vol. 4, pp. 359–360, Mar. 2014. Factors associated with academic dishonesty in Peruvian engineering students

Victoria Emperatriz Ramirez Valdivia Hugo Andrés Bayona Goycochea Federico Alexis Dueñas Dávila Engineering Department Psychology Department Engineering Department Pontificia Univeridad Católica del Perú Pontificia Univeridad Católica del Perú Pontificia Univeridad Católica del Perú Lima, Peru Lima, Peru Lima, Peru [email protected] [email protected] [email protected]

Abstract- Academic dishonesty has become a general individual variables are too big. They also suggest that future practice at school and university. What is more, it is, nowadays, research shall make the difference between the various cheating on the rise due to virtual education. This is a problem that needs behaviors to better understand their complexity. to be fought so as to avoid its probable transfer to professional performance. For this, additional research is needed to The lack of academic integrity legitimately worries the faculty understand the causes of academic dishonesty, and develop of the engineering, since it has a potential effect in the current and methods promoting prevention. This study aims to explore this future professional performance [10]: It may increase the probability phenomenon through factors related to different social cognitive of misbehavior at work [21] [22] [23] and standardize unethical theory models, learning approaches and regulatory academic behavior in other contexts [22] [24] [25]. According to [26], the environment. With a sample of 186 university students from a worst episodes in the biggest companies in the world has led private university in Lima, results show the existing relation researchers’ attention to the role of academic institutions regarding between academic dishonesty and associated factors. ethical training of future professionals and business leaders. Furthermore, it is shown the interaction effect among them. It was found that three important dimensions or vectors can be The code of ethics in engineering identifies the specific determined: Unethical Manipulation, Deep Learning and precedence regarding how the public, clients, employers and the Regulatory Context. career itself consider the engineer. Many engineering professional societies have prepared codes of ethic and some date back in the first Keywords- academic dishonesty, ethics, university students, decades of the 20th century. These have been added, to a greater or associated factors. lesser extent, to regulations in different jurisdiction. Engineers must I. INTRODUCTION unavoidably keep their prestige, ensure their appropriate performance and have a professional behavior. The latter shall be Nowadays, academic dishonesty in higher education pose a rooted in capacity, honesty, strength, temperance, generosity, threat to the student’s moral, integrity of their grades and reputation modesty and justice. All this considering the individual well-being of our higher education institutions. [1] Statistics identify that subordinated to social good. As professionals, engineers are cheating at university is as high as two thirds of the student expected to be committed to high behavioral standards [27]. population, while some compares it to an epidemic [2] [3] [4] [5] [6] [7]. Moreover, academic cheating is neither limited to some cultures Despite this, literature on academic ethics pays little attention to nor it exits in specific programs in higher education. In fact, several efforts made by professors to discourage violations of students’ studies show and research on academic dishonesty in a wide range academic integrity, and the use of formal strategies for of countries worldwide, including, among others, China and discouragement [23]. Understanding the factors affecting students’ Thailand [8], New Zealand [9], Sweden [10], Japan [11], Russia decision of taking part in dishonesty academic acts is important to [12]. institutions so as to reduce such incidents. It was found that academic dishonesty is affected by factors regarding individuality, Despite many institutions proclaim that developing moral and situation and ethics [5]. Furthermore, the increase in the cases civic responsibility is a fundamental part of their mission, this is among students in higher education institutions is due to the lack of often just a mere speech [13]. In the last thirty years, an opposite well-defined policies related to academic dishonesty [26]. culture to this integrity value has been developed and risen by the increasing use of the Internet [14]. This can be seen nowadays in Therefore, these registered incidents point out the need of virtual education and the boom of websites designed to provide training on ethical topics in this level of education [31]. [32] mention research works to student by paying [15]. The fact that 40% of that while professors might know what plagiarism is, students are professors do not inform on incidents regarding academic worried or confused about this term. They even misunderstand it. dishonesty influences this tendency [4]. For this reason, according to some professors, the tools to avoid this practice can be channeled through instruction texts, teaching how to The existence of academic dishonesty implies the lack of make ethical decisions, remodeling honest academic behavior and academic integrity [16]. The studies reviewed explore the problems developing/applying an appropriate academic integrity. of academic integrity in students. They group all transgressions in a wide single category including, for example, using notes during Donald McCabe [4], an expert in academic integrity, states that, exams, copying from another student or collaboration in individual to create an academic integrity culture among students, academics tasks [17] [18]. On the other side, [19] they found that cheating shall not see the problem as a way of stopping cheating, but as an behaviors cannot be combined in a general category since the obligation to fully educate their students. The principles of academic

978-1-7281-7118-0/20/$31.00 ©2020 IEEE integrity established by [33] state that universities should lead students to seek for certain key values. They may start finding honesty and integrity in the academic activity within the context of C. Procedure personal respect. Furthermore, they say that the code of honor for The sample was collected after obtaining the signed consent by millennials should give students a meaningful responsibility for each engineering student who authorized and, later, filled in the promoting and protecting the academic integrity standards. The questionnaire at the end of the class in the first term 2019. quick and fair application of these related policies at university do not need to be excessively punitive. Penalties resulting from first The collection was made during three consecutive days, with incidents might be, and generally have to be, constructive and three similar groups since they were from the same class. It took 20 educational. Moreover, some students also suggest minor penalties minutes to do this questionnaire. This time was given by other or none for the same dishonesty acts they feel as less serious [34]. professors during their classes. 1 86 participants answered the questions and whose results Most of the studies on academic dishonesty and the struggle are shown in the following tables. against academic fraud have focused in professors-researcher’s opinions from different schools [35]. Although the students’ D. Data Analysis attention to this struggle cannot be expected, their opinions have not Data was analyzed using SPSS v. 21. A descriptive analysis of the been examined at detail, in contrast to professor’s point of view. studied variables was made, from which the measures of central Therefore, this study contributes to fill in this gap. tendency and frequencies were extracted. As Thorpe, Pittinger and Read [40] described, each indicator of academic dishonesty is This way, it should be studied why students cheat and plagiarize, studied separately. the types of academic dishonesty, strategies to reduce these honesty violations and institutional strategies proven to be successful [36]. III. RESULTS For this study, a sample group of engineering students, in the final year of study, was taken to analyze the connection among dishonesty A. Analysis of the Survey on participation in unethical acts behavior, perceptions of students and professors towards the lack of academic honesty, new ways of cheating through technology and First, results shall be reported on the knowledge about penalties for academic dishonesty. plagiarism among students. Then, cheating shall be discussed regarding the use of new teaching practices. Later, what students II. METHODOLOGY said about the reasons to cheat shall be shown. After this, specific results regarding the use of internet for this behavior shall be A. Participants pointed. Afterwards, what students said about involvement before The sample was composed by 186 students (75.3% male) from cheating shall be shown. Finally, the percentages regarding the the school of engineering in a private university in Lima. Ages students’ knowledge about regulations and ethical rules are shown. varied from 21 to 29 years (M=23.23; DE=1.61). 98.9% claimed to be majoring in civil engineering, while only 1.1%, mechanical It can be observed that, mostly, students said that they know engineering. what plagiarism is and how it works in its different forms, such as collaborative work, when citing or paraphrasing. Moreover, Based on their academic records, 92.5% were enrolled in their although this was acknowledged as a serious problem on campus, last academic term. Moreover, 76.3% declared to have been enrolled they say professors had efficient ways of detecting plagiarism and in over 10 terms at university up to date. reporting it. In this section, the item in which less agreement was Regarding the tuition fees scale, from scale 1 (lowest) to 5 found is the one about paraphrasing M=2.91; DE=1.06). Therefore, (highest), most students claimed to be in scale 3 (30.1%), followed this might be one of the plagiarism methods that may be raised y scale 4 (26.3%) and scale 2 (23.1%). during training (See table 1).

Finally, as for the academic performance: 40.3% ranked in the Table 1. Descriptive statistics of the questions regarding knowledge upper intermediate level, 26.9% in the upper third and 11.8% in the of plagiarism upper fifth. Questions M DE B. Measures What is plagiarism and its limitations? 3.45 1.04 Participation in unethical actions (ITESM questionnaire): Guidelines on teamwork or collaborative work 3.49 0.94 This questionnaire is based on the studies performed by [37] and How to cite/reference written references correctly 3.16 1.06 [38], and other specific questions from the ITESM added by Silvia Ramirez [39] and have been adapted to our reality. This Adequate referencing/citation of Internet sources 3.08 1.08 questionnaire has 4 sections. The first one is adapted to some What is paraphrasing? 2.91 1.06 demographic questions such as age, sex, average and semester. The second refers to how much they have been informed on dishonesty, Plagiarism is a serious problem on campus 4.03 0.95 the limits and, generally, the right way to reference. In this section Professors change assignments and exams regularly 3.49 1.00 they are also asked about their opinion in a range from 1 to 5 (one The amount of work I am expected to do is reasonable 3.28 1.05 meaning completely disagree and five totally agree) on didactic based on my academic term and program. aspects such as workload, difficulty of homework, actions The degree of difficulty in assignments and exams is 3.53 1.03 professors take to avoid and detect plagiarism, as well as the appropriate to my academic term and program. influence of different didactic strategies in plagiarism. Aspects Professor have efficient ways of detecting plagiarism. 3.41 1.02 related to plagiarism, cheating and regulations, as well as Professors are careful about detecting and reporting 3.43 1.00 participation in unethical acts can be analyzed in this questionnaire. suspicious cases of academic dishonesty. It showed an internal consistency of .92. Also, an agreement can be seen, among students, on the fact that in the new learning models such as collaborative learning (M=3.60; DE=0.83) and project-based learning (M=3.60; DE=0.94), the possibility of plagiarism diminishes. This way, Table 5 Descriptive statistics of the questions about using the professors using new strategies might be a way to reduce academic Internet for cheating dishonesty in the class. (See table 2) Questions M DE

Table 2 Descriptive statistics of questions about cheating in new It is easy 3.24 1.24 strategies It is difficult for the professor to detect it 2.52 1.07 Questions M DE Assignments are already there, there is no sense in 2.48 1.07 It is harder to plagiarize in the new courses than in the redoing them 3.47 0.97 traditional ones Most people do it. 2.31 1.21 When using study cases the possibilities of plagiarism 3.61 0.78 Professors accept it 2.14 1.11 are reduced. When using the collaborative learning strategy, the 3.60 0.83 possibilities of plagiarism are reduced. Furthermore, students say they do not practice plagiarism, being When using the project-based learning strategy the the use of unauthorized notes during an exam the most reported 3.60 0.94 possibilities of plagiarism are reduced behavior (M=2.67; DE=2.24), followed by doing an assignment collaboratively when it was indicated to be done individually However, when students were asked about their reasons to (M=2.24; DE=1.04) (See table 6). cheat, most of them answered that they had not done this. The fact that students did not consider the strict punishments, given by Table 6 Descriptive statistics of the questions about involvement professors, prevent students from cheating is highlighted (M=1.29; before cheating DE=0.45) (Ver tabla 3). Questions M DE Create or alter biography or references 1.75 1.11 Table 3. Descriptive statistics of the questions about the reasons to Work in groups when professor said to work cheat 2.24 1.04 individually Questions M DE Get questions or answers from someone who already 1.98 1.10 If a professor establishes strict punishments for did the exam cheating and tells you this at the beginning of the 1.29 0.45 Cheat from another students during an exam with his 1.58 1.01 term. Does this prevent you from cheating? consent Cheat from another student during an exam without Have you ever been caught cheating? 1.92 0.30 1.55 1.05 his consent Have you used documents from the Internet to cheat 1.85 0.38 Write in other words or copy some phrases from a 1.93 0.95 If you have no Internet available, would you cheat? 1.86 0.38 printed material and do not write the reference Copy material, almost word by word, from some 1.60 1.00 Regarding the reasons to cheat, it was found that students feel printed source and hand it in as if it were yours they need more time to complete their assignments in time (M=3.20; Write in other words or copy some phrases from a DE=1.38). Also, they sometimes do not know if the way they do material obtained from an electronic source such as 1.82 1.00 their homework is considered as cheating (M=2.94; DE=1.31). Internet and do not write the reference Hand in an assignment in which most of it was Moreover, it can be seen that they do not believe most students act 1.97 1.10 like this (M=2.17; DE=1.12) (See table 4). obtained from the web Copy some sentences from one or various documents Table 4. Descriptive statistics of the questions about reasons to obtained from the Internet, mixed and, in the end, cite 2.15 1.03 cheat the references Translate texts from the Internet, paste them and Questions M DE change words and had them in with reference at the 1.96 1.08 I do not have enough time 3.20 1.38 end or without them Get better grades and improve my possibilities of job Use «crib sheets» or unauthorized notes during an 2.82 1.18 2.67 2.24 opportunities exam Hand in an assignment, copied from another student, There is much pressure from the parents 2.78 1.27 1.82 1.05 even if such student is not taking the course anymore. Laziness 2.49 1.29 Give a false excuse to apply or change the date of an 1.77 1.12 Prove that professor cannot get me 1.71 0.97 exam or assignment Sometimes, I do not know if they way do the Hand in an assignment made by someone else 1.59 1.05 2.94 1.31 homework can be considered as cheating. Cheat in the exam in some other way 1.72 1.09 Most people do it. 2.17 1.12 Regarding the information on regulations and rules of the Whereas cheating using the Internet is considered easy university, the fact the most students have not read the student (M=3.24; DE=1.24), it is not considered that professors accept it regulations (61.8%) nor know the code of ethics (66.7%) stands out. (M=2.14; DE=1.11) or that is difficult for them to detect it (M=2.52; Besides, only 57% of them have been informed about integrity DE=1.07). As in the previous case, it is neither considered that it violations in the school. Nonetheless, 86% claim the need of ethical can be observed that they do not believe that most students cheat standards within the school (see table 7). (M=2.14; DE=1.11) (See table 5).

contextual characteristics of students are and in which areas to take Table 7. Information on regulations and rules (%) action to strengthen academic integrity. Yes No This way, in order to understand students, it must be first Informed on Integrity Violations 57.0 43.0 understand the faculty and its relation ti students within a university Read the student regulations 38.2 61.8 community. On the other side, encouraging conversation on this topic is something positive so as to understand the perceptions and Know the code of ethics 33.3 66.7 position of professors. Thus, dishonesty or the lack of academic Academic dishonesty punishments 65.1 34.9 integrity should be framed as teaching and learning problem, and not as a behavior problem of the student. Organizational culture and ethical behavior 68.3 31.7 Need for ethical standards 86.0 14.0 For further research, it is recommended to conduct studies Commitment through the code of ethics 88.2 11.8 focusing on these problems practically, through interventions and Standards to improve academic level 76.3 23.7 workshops aimed at developing integrity practices from a teaching- learning approach. Also, it is recommended the realization of this Distribution of the code of ethics 36.0 64.0 type of surveys anonymously, so as not for the social desirability to Research on corrections in code of ethics 16.1 83.8 be a factor regulating the obtained results. Compulsory code of ethics 96.8 3.2 Know the content of the code of ethics CIP 54.8 45.2 REFERENCES [1] Aaron, L. & Roche, C. (2014). Stemming the Tide of IV. CONCLUSIONS AND RECOMMENDATIONS Academic Dishonesty in Higher Education: It Takes a Village. Volume: 42 issue: 2, page(s): 161-196. 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[28] McCabe, D. L., & Trevino, L. K. (1997). Individual and contextual influences on academic dishonesty: A multi- campus investigation. Research in Higher Education, 38(3), 379-396 Student Outcome Assessment Strategy in a Program of Systems Engineering from Cusco

Lornel Antonio Rivas Mago Mónica Marca Aima Departamento Académico de Ingeniería de Sistemas Departamento Académico de Ingeniería de Sistemas Universidad Andina del Cusco Universidad Andina del Cusco Cusco, Perú Cusco, Perú https://orcid.org/0000-0003-0840-1442 https://orcid.org/0000-0001-6537-4925

Abstract--- The quality assurance in the educational sector II. CONTEXT FOR THE FORMULATION AND IMPLEMENTATION is a challenge and a commitment for Latin American OF THE STRATEGY University Institutions. This article exposes the Strategy for the assessment of the Student Outcomes used in the Professional A. Experiences in the Accreditation Processes School of Systems Engineering of the Universidad Andina del The culture of quality is essential to improve in processes Cusco. The Strategy takes as a reference the accreditation of measurement and analysis of information about SO. There model of the Institute of Quality and Accreditation on are institutions than also monitor and demand the compliance Computer Science, Engineering and Technology Programs, with which the School has been accredited. Its implementation of university quality criteria. allowed the establishment of opportunities of improvement, the In the Peruvian context, the National System of importance of having adequate guidelines and instruments, Assessment, Accreditation and Certification of Educational and also collaborators with a high commitment to achieve Quality (SINEACE, because of its initials in Spanish), has as quality, demonstrating this way the value of recognizing a purpose to ensure that public and private educational models with a remarkable record for academic quality. institutions offer a quality service, and that Peruvian workers are highly qualified for the work they do. Through the Keywords— Quality, Program, Student Outcomes, Assessment, Continuous Improvement, Systems Engineering National Superintendence of University Education (SUNEDU, because of its initials in Spanish), the basic I. INTRODUCTION conditions of quality of the educational service are established, that are required to approve or deny the creation Quality assurance in the university education sector can and operation of universities, subsidiaries, faculties, schools be oriented, in a national and international scale, by various and study programs that lead to an academic degree and models. The necessary level of competence to ensure quality professional degree, as well as periodically reviewing and requires establishing minimum acceptable criteria, the improving them. certification of training standards in the different professional fields, and the encouragement of continuous improvement In the EPIS, the bases to systematize the assessment [1]. The commitment with quality implies guiding the processes start from the constituent guidelines of the student demand and the offer of graduates, providing Professional School, in its Mission, Vision, as well as in its information to stakeholders: employers, graduates or users, curricular designs, and they have been strengthened thanks to who will provide feedback information to correct mistakes the active participation of its academic staff in initiatives of [2]. national and international accreditation. The Professional School of Systems Engineering (EPIS At an institutional level, the UAC got its license by due to their Spanish initials), of the Universidad Andina del SUNEDU in 2017. At an international level, the EPIS in Cusco (UAC) has 26 years of operation, an average of 450 2020 is in re-accreditation for a third consecutive year with students enrolled each semester, 226 graduates and 109 with the Evaluator International Network (RIEV, because of its a degree in the last five years. Considering previous initials in Spanish). At a national level, the ICACIT initiatives, EPIS has implemented a strategy for the accreditation has been achieved at the end of 2019 for a assessment of the Student Outcomes (SO) which outlines period of six years. This Institute also has the institutional what students are expected to know and be able to do the links to direct the SINEACE accreditation processes. moment of their graduation [3], as part of the experience of its accreditation process with the Institute of Quality and III. RESULTS Accreditation on Computer Science, Engineering and In this section, the processes that form an SO Assessment Technology Programs - ICACIT in the area of Information Strategy, applied in the EPIS, and which is scalable in its Systems. The Strategy is based on the ICACIT accreditation conception to other Programs are exposed: model, which is related to the ABET model, in order to guarantee and ensure the quality of professional studies. • Establishment of guidelines and assessment mechanisms. In the current work the assessment Strategy used in the Professional School of Systems Engineering is presented, its • Identification and collection of information which is fundamental processes, and the experience about its subject to assessment and measurement. application is shared. • Interpretation of the obtained information and verification of the accumulated evidence. • Formulation of actions to be incorporated in the improvement plans.

978-1-7281-7118-0/20/$31.00 ©2020 IEEE The Strategy is based on systematization processes and the participation of the Advisory Committee, considering measurement of data which were got in instruments. These their experience in the public and private sectors. data are linked to the SO and performance indicators [3]. The performance indicators are referenced in the assessment In the EPIS, the SO are based on the ICACIT instruments for the different subjects, and are indicated in the Accreditation Criteria, which are current at the date of the respective syllables, which are shared and made available for accreditation process of the School, and are the following: students on the first day of classes of each academic cycle. • [a] Computing Knowledge: The capacity of applying The measurement, based on the performance indicators, knowledge about mathematics, science, computing is carried out once a year. The assessment is additionally and a specialty of computing which are adequate for based on the results of the Student's Perception, which is the student outcomes and the discipline of the established after a survey which is applied twice a year, at program. the end of each cycle. • [b] Analysis of the problems. The capacity of The measurement is supported by the opinion of an identifying, formulating, searching literature and Advisory Committee, which allows the connection with the solving complex computing problems and other relevant environment. The EPIS Advisory Committee is relevant disciplines in the domain. appointed and formed by graduates, employers and • [c] Design and Development of Solutions: The professionals with a recognized track record in the public and capacity of designing, implementing and evaluating private sectors. The Committee meets at least once every solutions to complex computing problems, also academic cycle, and provides feedback on topics of interest designing and evaluating systems, components or to the Professional School. processes that satisfies specific needs. On this basis, a measurement process is developed which • [d] Individual and Team Work: The capacity of is aimed at identifying strengths and opportunities of getting on efficiently as an individual, and as a improvement for each SO [4], the results of which are member or leader of diverse teams expressed in metrics, that constitute the basis to develop actions for the continuous improvement of the Program [5]. • [e] Communication: The capacity of achieving Figure 1, summarize key aspects of the Strategy. effective written and oral communication in a variety of professional contexts. • [f] Professionalism and Society: The capacity of analyzing the local and global impact of the computing on people, organizations and the society. • [g] Continuous Learning: The capacity of recognizing the necessity of a continuous learning and continuous professional development. • [h] Usage of Modern Tools: The capacity of creating, selecting, adapting and applying techniques, resources and modern tools for the practice of computing, respecting its limitations. • [i] The comprehension and the capacity of supporting the usage, execution and management of information systems in a range of application. B. Identification and collection of information which is subject to assessment and measurement. Fig. 1. Assessment General Strategy This phase is focused on: the measurement object (What to measure? and Where to measure?), to the instruments to The involved processes on the strategy are the following: carry out the measurement (What to measure with?), the A. Definition of guidelines and assessment mechanisms times (When to measure?), the purpose of the measurement (Why to measure?), as well as those involved in its The guidelines are delimited in the Accreditation Criteria execution. for Computer Science programs, specific criterion of Information Systems established by ICACIT, 2019 [3]. The actions related to these questions are coordinated by the Quality Committee, formed in the EPIS by Professional The Strategy is established on the SO as the guiding axis School authorities, teachers, and graduates, students and of the assessment process. The SO are based on the ICACIT model and consider the strategic orientations, vision, administrative staff, with the collaboration of representatives mission, and competences of the UAC. from the regional private or public sector. The process is oriented in a more strategic dimension by The process of identifying information is focused on the the Educational Objectives (EO), which outline the participation of the teachers of the subjects to be measured, professional graduate who is in the labor market in a period and the Quality Committee representatives. The collection of over the 03 years. The EOs are defined and monitored, with information is supported by the usage of Moodle as learning management system and Google Suite for Education. Afterwards, specific software tools are used, adapted for the • Each teacher, after assessing the students, makes a organization and processing of data which is subject to report to the Quality Committee, for each academic measurement for each SO. cycle, attaching evidence. With respect to the measurement object, the process • The Quality Committee chooses the subjects that can expects to establish the compliance with the SO. The SO are be measured. These can be those final and integrative identified in each syllabus of the subject, together with their ones, and known to have the achievement level 3 of respective EO and performance indicators. Each subject performance, in which the student demonstrates attends one or more SO, indicating the scale of the level of having achieved the competencies under real achievement for each case. It is important to keep in mind conditions and restrictions. the following considerations: • The Quality Committee integrates the reports issued • The performance indicators linked to each subject for by the professors of those subjects, of which each SO, with their levels of achievement, are defined consolidated results are analyzed in order to generate by the EPIS Quality Committee and the professors inputs for the improvement plan. who run subjects that can be measured. Each indicator • is established in the Subject Mapping, and is ratified Statistical reports are prepared, which are developed by the corresponding instances. by the Quality Committee, that consolidate the observations of each SO. • Assessment instruments, such as rubrics, self- Tables I and II present a synthesis of the results obtained evaluation sheet, co-evaluation sheet, checklists, in the measurement during the 2018-II academic cycle, in the oral and written questions, are considered for each EPIS. Then, in Table III, the comparison of results learning activity, and their application takes place corresponding to the 2018-II and 2019-II cycles is shown, from the beginning of each academic cycle - for observing the improvements, and identifying new example, with an entrance exam - and they continue opportunities to strengthen the SO. to be used during the different learning units according to the required SO, with the respective indication of the involved performance indicators. TABLE I. STUDENT OUTCOMES. 2018-II CYCLE • Student Outcomes The measurement is carried out either in the a b c d e f g h i classroom, or in annual or semester academic events, Less than the MEV* 0.68 0.68 where students demonstrate final products through Higher than MEV 0.80 0.71 0.74 0.72 0.85 0.81 0.79 projects, in inter-institutional activities of university - MEV 0.7 0.7 0.7 0.7 0.7 0.7 0.7 0.7 business relationship, and during professional *MEV: minimum expected value undergraduate internships. In Table I, less than the MEV indicates the cases where • The actors that participate in the process of values lower than a minimum expected value of 70% were identification and collection of information which is obtained, or 14 points on the 1-20 scale. subject to assessment and measurement are: the authorities of the Professional School, the Quality TABLE II: STUDENT’S PERCEPTION. 2018-II CYCLE Committee and the teachers who run subjects that can Student Outcomes be measured. a b c d e f g h i Less than the MEV* 0.69 0.68 In Figure 2, the key points of this stage are shown. Higher than MEV 0.71 0.71 0.71 0.71 0.71 0.72 0.73 MEV 0.7 0.7 0.7 0.7 0.7 0.7 0.7 0.7 *MEV: minimum expected value

In Table II, the results of the Student Perception Survey in the 2018-II cycle are presented. Less than the MEV indicates the cases where values lower than the expected minimum of 70% were obtained.

TABLE III: COMPARISON OF MEASUREMENT RESULTS. 2018-II AND 2019-II CYCLES.

Student Outcomes Cycle a b c d e f g h i 2018II 0.79 0.73 0.71 0.68 0.72 0.80 0.81 0.63 0.79 2019II 0.84 0.79 0.82 0.70 0.82 0.69 0.87 0.82 0.73 Variation 0.04 0.05 0.11 0.02 0.10 -0.11 0.05 0.19 -0.05

Fig. 2. Identification and collection of information which is subject to assessment and measurement. Table III presents the variations in the results for each SO which were obtained in two measurement processes, C. Interpretation of the obtained information and identifying particularly the improvement in SO (h) and SO verification of the accumulated evidence. (c), which were below than expected in the initial measurement exercise. Similarly, the opportunity to This stage is about the identification of who interprets the strengthen in SO (f) and SO (i) is identified, through actions information and verifies the evidence. It is important to keep that were established in the Improvement Plan. in mind the following considerations: As an added value, it is suggested to consider the regulation of the program, as an internal quality mechanism, measurement of employer perceptions regarding to the SO, and others. considering the experience of graduates in the work environment, in order to provide an even more Being honest with self-assessment is a long-term learning comprehensive view of the Measurement Strategy. process. Self-regulation, is very important to achieve continuous improvement, and to face changes that are D. Formulation of actions to be incorporated in the prepared and linked to quality control processes. Improvement Plans. V. CONCLUSIONS This phase is oriented toward the purpose of the measurement. It is expected to formulate improvement The processes that are part of the SO assessment model actions, based on the analysis of the measurement results. and which are shared in this work, begin with the These actions are integrated in the Improvement Plan, and establishment of institutional guidelines and mechanisms; with this, the identification and compilation of information to therefore incorporated as corresponds in the Annual be measured and assessed, then proceed to the interpretation Operational Plan of the Program. of results and verification of the evidence; on this basis, the Each action is documented and tracked according to the formulation of actions to be incorporated in improvement established goals. As a starting point, improvement actions plans takes place. can raise issues such as: reinforcing content, strengthening The development of these processes, supported by the communication among teachers of related subjects, recognition and valuation of the student's Perception, and the improving assessment instruments, improving study plans openness to the opinion of graduates, employers and including new subjects, improving graduation skills, and important professionals, lays the foundations for a general others. process of quality assurance that is reliable, repeatable and scalable. In the case of the EPIS, based on the discoveries made and the opportunities to improve results and their indicators, The Strategy developed, facilitates the identification of the Improvement Plan was established and formalized strengths and opportunities to improve each SO, and with it before the corresponding instances, consisting of 14 the plan of actions for the continuous improvement of the activities to be developed by the Quality Committee, with Program, and the permanent reflection on the achievements the collaboration of the academic staff, the support of the and the identified discoveries. authorities and the contributions they performed to make The experience of its application in the EPIS allowed to different academic units of the UAC. establish the processes in a structured way, determine the Such activities involved meetings and permanent results achieved for each SO and opportunities for communication with students of the Program. Subsequently, improvement, furthermore internal learning, regarding to issues about security and information management, the improvement actions are monitored, and their progress is commitment of all the actors involved, the use of instruments reported annually at an institutional level and to the and tools, as well as organizational issues involved. accrediting entity, in order to obtain return information. REFERENCES IV. DISCUSSION [1] M. J. Lemaitre, Diversidad, autonomía, calidad. Desafíos para una The systematization of the presented model facilitates to educación superior para el siglo XXI, 1st ed. Providencia,Santiago, measure the level of achievement reached by the students at Chile: Centro Interuniversitario de Desarrollo , 2019. the end of the development of an integrative subject. The SO [2] O. Sharhorodska and N. Bedregal-Alpaca, "Student results evaluation are linked to competencies, to the EO, and respective model: Good practices, lessons learned and challenges to the future," indicators to be measured. The design of the assessment 2019 International Symposium on Engineering Accreditation and Education (ICACIT), Cusco, Peru, 2019, pp. 1-8, doi: instruments refers to each of these components. 10.1109/ICACIT46824.2019.9130216. . Among the lessons learned from the process, highlights [3] A. Dávila, J. Hernandez and V. R. Valdivia, "Comparative Analysis the importance of: a) emphasizing the security mechanisms of Capstone Project Courses of diverse specialties in a School of Engineering in Lima," 2019 International Symposium on Engineering of the generated information; b) managing that information Accreditation and Education (ICACIT), Cusco, Peru, 2019, pp. 1-8, with tools that facilitate its registration, organization and doi: 10.1109/ICACIT46824.2019.9130331. permanent access; c) the commitment of the institution [4] J. R. Lopez "La evaluación de competencias en la educación superior" authorities for the provision of necessary resources; d) the in La Evaluación de competencias en la educación superior: opportune validation of the assessment instruments, for the ponencias y conversatorios: III Encuentro Internacional gathering of information; e) promote that the entity that Universitario. Pontificia Universidad Católica de Perú, L.,G. Palomino Ed, Lima, Peru, 2017, pp- 91-115. Dirección de Asuntos watches over the assurance of quality is independent from Académicos. the unit under evaluation. [5] E. E. Moreno, A. H. Molina and J. O. Cruz, "Assessment of student outcomes for the ICACIT accreditation: An Industrial Engineering Among the reflections on the process and its vision in the case study," 2019 International Symposium on Engineering medium and long term, it is important to: a) consider good Accreditation and Education (ICACIT), Cusco, Peru, 2019, pp. 1-6, practices to face possible changes in the future; b) take into doi: 10.1109/ICACIT46824.2019.9130242. account the challenges of the new learning modalities; c) recognize the implications of the diversity of students from many cultures with their own languages: d) promote the self-

Post COVID-19 Global Macrotrends in the pedagogical practice to achieve Student Outcomes- “ICACIT”

Cristhian Aldana Maritza Revilla Yesenia Saavedra Faculty of Economic Engineering Academic Vicepresident Faculty of Economic Engineering National University of Frontera National University of Frontera National University of Frontera Sullana, Perú Sullana, Perú Sullana, Perú [email protected] [email protected] [email protected]

Vannia Mestanza Claudia Palacios Academic Quality Management Office Faculty of Food Industries Engineering National University of Frontera National University of Frontera Sullana, Perú Sullana, Perú [email protected] [email protected]

Abstract— The suspension of the on-site educational process can be employed in the Post COVID-19 pedagogical practice due to the temporary lockdown of Educational Institutions in order to achieve Student Outcomes (SOs) from the 2020 provoked scenarios with their due reactions and repercussions ICACIT accreditation model – were chosen; ICACIT (in of emergency against the Global Crisis as a result of the COVID- Spanish: “Institute for the Accreditation and Quality of 19 virus spread. Since Perú is in the midst of this current crisis, Computational, Engineering and Technology programs”) [1]. the Education sector asked some questions based on ICACIT accreditation model – such as: Which global macrotrends can In the last months of the educational emergency provoked be applied in the context of a Post COVID-19 pedagogical by the spread of COVID-19, UNESCO has systematized and practices, in order to achieve Student Outcomes (SOs) from broadcasted government initiatives implemented by Latin ICACIT, the accreditation model? Three categories were American educational systems, focused on sharing identified based on the previous development: I) Global government planning actions adopted by the different entities macrotrends related to the Education Sector; II) The Post from its education sector; as well as, established strategic COVID-19 pedagogical practice, as a role assumed by the alliances within those groups and other sectors of interest professor involved in the different education spaces in involved in current scenarios, in order to ensure educational accordance with the different didactive approaches continuity, in the framework of distance learning, based on (academicist, technological, cultural interpretative, socio- internet usage and other means of communication [2]. critical and socio-formative); and III) Student Outcomes (SOs) from ICACIT, the accreditation model. Global macrotrends Furthermore, the preparation and the differentiation of were selected to be applied in The Post COVID-19 pedagogical specific labor are acquired in the exercise of teamwork and practice that contribute in the accomplishment of 12 ICACIT communicative skills within multidisciplinary teams, because SOs and were consequently classified into three areas: i) Cross- a person on his/her own can’t have all of the necessary skills cutting Macrotrend (public awareness), ii) the Macrotrend of and competencies to solve new tasks. For this reason, it is Post COVID-19 pedagogical practices (Disrupting Education: important to consolidate integrated education systems; that is the assessment of progress, harnessing innovation, multiple to say, there should be collaboration between universities and senses, co-creation, instant entrepreneurship, the User the aforementioned industry, where Engineering students can Experience business-focused model approach for education, and combine both the academic learning experience and the gamification), and iii) the Macrotrend of Support (Networking acquisition of a part-time job. & Technology). II. CONTEXTUAL FRAMEWORK Keywords—COVID-19, global macrotrends, higher education, pedagogical practice, Student Outcomes ICACIT, professor A. Post-COVID19 Global Macrotrends from the education development. sector I. INTRODUCTION The current trend consists of a multilevel teaching that is student-oriented and competency-based – with Engineers that Currently, Perú faces one of the biggest educational crisis are ready to continue – which highlights the need for a change as a result of the pandemic produced by the Coronavirus in the educational/professional paradigm, urged by Disease 2019 (COVID-19), transforming the on-site globalization, the fast development of innovative educational system into an e-learning or remote one as a result technologies, the social development, the instability and the of the state of emergency. In 2019, the Organization for variability of the contemporary world [3]. The United Nations Economic Cooperation and Development (OECD) claimed Educational, Scientific and Cultural Organization, in that an answer to this current educational crisis will require collaboration with the International Institute for Higher smart strategic systems that can be adapted to face dynamic Education in Latin America and the Caribbean, claimed that challenges; plus, OECD pointed out the relevance of initiating schooling through a virtual mode isn’t such an easy supporting solid investigation systems as well as the task to achieve, since many countries lacked the preparation development in education, re-designing both the learning and for a large-scale disruption like this. The COVID19 pandemic teaching processes. In accordance with the current context, affected roughly 1570 million students in 191 countries, being current global macrotrends from the education system – that

978-1-7281-7118-0/20/$31.00 ©2020 IEEE 23,4 million higher education students, and 1,4 million promotion of critical thinking and creativity, this being quite professors from Latin America and the Caribbean [4]. a very versatile strategy for professors while teaching [12]. In light of this, in the middle of the 1st semester of 2020, C. Student Outcomes (SOs) of the accreditation model Trends Shaping Education Spotlight 21 and Ipsos “ICACIT 2020” Macrotrends have pointed out that education should analyze In Perú, there are organizations and companies fully- and adopt certain Global Macrotrends (GMTs), such as: dedicated to the acknowledgment of quality at the national and GMT.1) Public awareness; GMT.2) Progress assessment international levels, such as ICACIT. This counts with quality GMT.3) Co-creation; GMT.4) UX-focused teaching: The standards based on their accreditation model, called “ICACIT User Experience-focused model approach for education (UX) 2020” (9 criteria). The study of Criterion 3 has been is an approach that prioritizes student’s needs, in accordance researched. There are 12 SOs that “describe what students are with the experience of every professor, making interaction and expected to know and be able to do while graduating”. The communication simple and easy by helping to overcome SOs are related to skills, knowledge and behavior acquired by challenges; GMT.5) Gamification; GMT.6) Harnessing students throughout their process during the program”, which innovation; GMT.7) Instant entrepreneurship and GMT.8) promotes innovation in higher education [13]. “Table I” Networking & Technology; fundamental for the creation of presents the SOs, grouped in such a way that they can be new environments (both artificial and human) of considered as the 4 pilars of education according to The communication, establishing those tools as new ways of Delors Report [14]. interaction, based on innovative digital solutions for education [5]. TABLE I. STUDENT OUTCOMES FROM ICACIT 2020 – DELORS EDUCATION PILARS B. Pedagogical practice In 2020, OECD targeted three aspects that professors Results for learning to Results for learning to be Results for learning to do know (d) (e) should consider in order to ensure the continuity of a high- (a) Individual and Team Work Problem Analysis quality educational service: (a) Cognitive skills, in reference Engineering Knowledge (f) (c) (b) Ethics Design and Solution to cognitive skills, processing, creativity and knowledge; (b) Research (g) Development Communications (l) Iinterpersonal skills that include teamwork skills and (i) Project Management leadership, and (c) Iintrapersonal skills, oriented to intelectual Lifelong Learning openness, work ethic, responsibility and self-efficacy [6]. Results for learning to live together GMT. 1) It becomes necessary to focus the professor’s role in or cross-cutting results aspects such as: the promotion of democracy and social justice (h) Sustainability and Environment from democratic participation in the context of equal (j) opportunity, recognizing cultural values in accordance with Engineering and Society (k) cultural diversity, with inclusion and respect of the different Use of Modern Tools lifestyles, with inherent co-responsibility to new scenarios, for learning achievement [7]. In the socio-formative model and the competency-based GMT.7) As far as the professor’s role concerns, he/she approach, the SOs can also be classified by general must promote self-regulated and autonomous learning competencies that articulate SOs. To that effect, the 4 pilars of strategies in flexible working environments, ensuring a education and the 3 competencies that cover the SOs, should student autonomous, active and self-regulating participation be taken into account while developing the pedagogical [8]. For the GMT.6) and GMT.8), it’s fundamental to develop practice in the current scenario, articulating said actions with the field, known as The Learning Analytics (LA), which Post COVID-19 education macrotrends [15]. allows to obtain information regarding the interaction between professors and students with virtual learning environments III. METHODOLOGY and the use of technology tools that support the teaching- learning process [9]. The present investigation inquired: Which global macrotrends can be used in the Post COVID-19 pedagogical The GMT.3) Collaborative approaches ought to be utilized practice, to contribute to the achievement of SOs from in order to allow a wider range of action and contributions ICACIT accreditation model? For that purpose, the General made in that regard [10]. When talking about the GMT.2) and Goal (GG) establishes general macrotrends that can be GMT.4), it has to be taken into account that teaching practice employed the Post COVID-19 pedagogical practice to achieve increases in quality when there’s a proposal of continuous the SOs from ICACIT accreditation model. An empirical improvement that fosters the systematization and study with a descriptive level was applied, framed in the communication of experiences from the university professor, Qualitative and Quantitative Research Paradigm. based on the following strategies: permanent specialized accompaniment, the collaborative work between peers, and A. Categories and subcategories the promotion of teaching innovation [11]. If we take the current literature – regarding global macrotrends linked to the education system – into account, Finally, the GMT.5) Gamification, which is significantly three categories can be identified: I) Global macrotrends, that supported on the use of ICTs (TICs in Spanish), is important consider global trends related to the education sector; II) Post in regard of the educational transformation as a learning COVID-19 pedagogical practice, understood as the role strategy, since the student is able to make knowledge his/her assumed by the professor in the different education spaces own (besides the use of mobile devices or informatic aligned with the didactic approaches (academicist, equipment), which increases the motivation and leads to a technology, cultural interpretative, sociocritical and socio- better understanding, as well as their focus, through the formative); and, III) Student Outcomes (SOs) from ICACIT accreditation model comprehends 12 subcategories: a) Engineering Knowledge, b) Research, c) Design and Solution TABLE III. GLOBAL MACROTRENDS THAT COULD BE Development, d) Individual and Team Work, e) Problem IMPLEMENTED IN THE PEDAGOGICAL PRACTICE

Analysis, f) Ethics, g) Communications, h) Sustainability and Cross-cutting macrotrends: Environment, i) Lifelong Learning, j) Engineering and Public awareness Society, k) Use of Modern Tools and l) Project Management. - Assessment of progress Macrotrend in the - Co-creation B. Design and processing of information pedagogical practice - UX-focused education (Multiple Disrupting education senses) The instruments to gather information were developed - Gamification according to the Specific Goals. In that regard, it is shown that - Harness innovation to get the SG1 (Category I) a documentary analysis technique - Instantaneous entrepreneurship was utilized through a matrix of documents, which contains Macrotrend of Support: specialized information of current global macrotrends. The Networking and technology latter was reduced by selecting education sector-only trends. In order to identify global macrotrends that could be applied B. Post COVID-19 pedagogical practices that contribute to in the Post COVID-19 teaching practice, OECD’s 2020 the achievement of SOs from ICACIT accreditation model Methodology was taken into consideration [16]. The It was evident that teaching roles generated by curriculum aforementioned examines four (4) indicators to create approaches (such as the academicist and the technology one) awareness about the influence of macrotrends in the education don’t contribute to the development of SOs. Whereas, roles sector. These are: a) Tools for rigorous thinking, b) Education promoted by the cultural interpretative, sociocritical and sector scope, c) Lines of educational research, and d) Teaching socio-formative curriculum approaches, contribute practice. In relation to this, macrotrends that contribute to the significantly to the achievement of SOs. In that sense, it is last indicator were analyzed. For developing the SG2 shown that the professor’s role: “Foster democracy and social (category II), a matrix of documents – that contains curricular justice” is related to the SO to learning to be, which approaches and different roles assumed by professors who comprehends: the SOs, d, f, g, i. Likewise, as a result of the relate to these – was designed. A reduction of the said matrix analysis it is shown that all of the SOs to learning to know: a, was done, considering the Post COVID-19 pedagogical b; and learning to do: e, c, and l; develop with the professor’s practice that contribute to the achievement of SOs – ICACIT. roles themselves, which are: Foster autoregulated and For developing the SG3 (category III), 51 criteria were autonomous learning strategies, Foster analysis of research elaborated in accordance with the Student Outcome (SOs) and information, Harness ICTs, evaluate learning and Create from ICACIT accreditation model, which were related to innovative methodologies. Finally, the SOs to learning to live global macrotrends to determine their level of contribution, in together (Sustainability and Environment, Engineering and a quantitative manner, through a value scale that considered Society, and Use of Modern Tools) are fostered with the Tobon’s definition of levels of the socio-formative approach aforementioned (6) professor’s roles (See “Table IV”). by competencies (developed in 2017), as it is shown in “Table II”. TABLE IV. POST COVID-19 PEDAGOGICAL PRACTICES TO ACHIEVE STUDENT OUTCOMES FROM 2020 ICACIT MODEL OF ACCREDITATION TABLE II. LEVELS FOR THE SCALE OF ASSESSMENT OF TOBON´S SOCIOFORMATIVE COMPETENCIES APPROACH (2017)

Levels for the assessment scale adapted from Tobon´s assessment instruments (2017)

Very low level Not related to criteria. (0% - 25%) Low level Is related to some elements of the criteria. (26% - 50%) Medium level It is related to essential and basic elements of the criteria. (51% - 75%) Very high It is related to essential elements of the criteria, achieving a (76% - 100%) quality impact.

Furthermore, it was used a matrix of triangulation by Stake and Forbes [17]-[18], to give a proper answer in relation to the SG3, regarding the teaching roles that contribute to the achievement of SOs from ICACIT accreditation model, and the macrotrends linked to the Post COVID-19 pedagogical practice.

IV. RESULTS AND DISCUSSION C. Global macrotrends that could be inplemented in the Post A. Global Macrotrends related to the pedagogical practice COVID-19 pedagogical practice to contribute to the In accordance with 4 indicators by OECD (tools for achievement of Student Outcomes – 2020 ICACIT rigorous thinking, educational sector scope, lines of To respond to SG3, it has been necessary, on the one hand, educational research, and teaching practice), 10 macrotrends to identify the level of incidence of macro-trends in the related to the education sector were obtained [19]-[20]. development and acquisition of the 12 ICACIT 2020 SOs; and Nonetheless, for effects of the analysis, they were grouped as on the other, mention what roles the engineering professor follows, according to “Table III": should assume in pedagogical practice according to the macro trends that contribute to the achievement of these SOs. 51 “evaluation” to structure it as part of the ongoing improvement criteria have been established, where essential elements of the of learning. Finally, global macrotrends to be used in the Post SOs are extracted to analyze them in the light of pedagogical COVID-19 pedagogic practice that contribute to the macro trends. For this, a four (4) level assessment scale has achievement of the 12 SOs from ICACIT accreditation model, been made: very low, low, medium and high. (See Table II). can be classified into three areas: Cross-cutting macrotrend The macrotrends of Co-creation and instant Entrepreneurship (public awareness); pedagogic practice (Disrupting achieve a high level of relationship, since they include Education) and the Macrotrend of Support (Networking and essential elements (criteria) of the SOs, achieving quality Technology). In that sense, it is claimed that global impact. Teaching macrotrends UX focued education, Harness macrotrends set Post COVID-19 pedagogical practices in such innovation and Networking and technologies, manage to way that they can enhance the teaching and learning strategies relate to essential and basic elements (criteria) of the SOs. This designed and planned in order to contribute to the achievement places them at a medium level. The macrotrends of public of SOs from ICACIT accreditation model. awareness and Gamification are located at the low level, since it manages to relate to some elements of the SOs. The progress REFERENCES assessment macrotrend has achieved a very low level of [1] OECD. (2019, Jan.). Trends Shaping Education 2019. OECD relationship. This study shows that the professor must orient Publishing, Paris. [Online]. Available: https://n9.cl/gq18h his pedagogical practice according to the SOs that he intends [2] SITEAL-UNESCO. (2020, Jul). Sistematización de respuestas de los to develop (See “Table V”). sistemas educativos de América Latina a la crisis de la COVID-19. [Online].Available: https://n9.cl/oveus

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Add value to 10/2019.Available: https://n9.cl/3d1s6 the Results for Create Identify which pedagogical learning to collaborative Design strategies have Identify the practice from know Document work learning worked and which possible [13] ICACIT. (2020, Mar.). Criteria for accrediting engineering programs - the pedagogical between experiences, ones haven’t, and innovative Create innovative innovation Results for changes from professors considering for what groups; digital methodologies and creation learning to do evaluation and and students; tools Reformulate the solutions to 2020 Accreditation Cycle. ICACIT Standard . [Online]. Available: of strategies its impact Foster dedicated to pedagogical be applied for that generate Results for collective gamification. practice as a result teaching meaningful learning to http://icacit.org.pe/web/archivos/2020_ICACIT_CAI_Criterios.pdf knowledge of reflection. learning live together experiences [14] J. Delors, “La educación encierra un tesoro,” Madrid: UNESCO, Santillana, 1996, pp. 96-109. V. CONCLUSIONS AND FUTURE WORK [15] J. Morán, “Taller 01: Medición y Evaluación de Resultados del Estudiante,” presented at the Seminario Internacional de Calidad The macrotrends constitute a global perspective of the Educativa y Acreditación – ICACIT, Lima, Perú, Jul. 24-25, 2020. education sector that contributes to the rethinking of [16] OECD. (2020, May). Trend Analysis as a Method. Schooling for pedagogic practice, and with this, to the configuration for the Tomorrow. Knowledge Bank. [Online]. Available: https://n9.cl/bcwc1 development of knowledge, in such a way that innovation can [17] R. Stake, “La triangulación. La investigación con estudio de casos,” be seized, with the support of networking and technology. 2nd ed., Madrid: Morata, 1999, pp. 85-101. Likewise, it weights co-creation and instantaneous [18] R. Heale and D. Forbes, “Understanding triangulation in research. entrepreneurship, considering both harnessing innovation and Evidence -Based Nursing,” vol. 16, n°. 4, pp. 98, 2013. the application of the design process of UX-focused [19] IPSOS. (2020, Feb). Global Trends. Understanding Complexity. The education. The professor is conceived as an agent that UK Trends and Futures Team. [Online]. Available: https://n9.cl/wvbrv encourages students, designing meaningful learning [20] TRENDHUNTER. (2020). Special Report. The New Normal. experiences. It is projected that he/she deconstructs the term [Online]. Available: https://n9.cl/46dx

The use of mathematical logic in the development of investigative capacities through the elaboration of the essay in engineering students

Fernando Alvarado-Rojas Gustavo Villar-Mayuntupa Denise Mendoza-Albornoz Facultad de Humanidades y Ciencias Facultad de Humanidades y Ciencias Facultad de Humanidades y Ciencias Sociales Sociales Sociales Universidad de Ciencias y Universidad de Ciencias y Universidad de Ciencias y Humanidades Humanidades Humanidades Lima, Perú Lima, Perú Lima, Perú [email protected] [email protected] [email protected]

Abstract— The development of investigative capacities is a In opposition to this, the incorporation of mathematical requirement facing the globalized world where scientific logic as a strategy for the elaboration of essays for engineering knowledge is developing faster than before, as a result of the new students is a valid alternative for the development of needs of society and people. Taking this context into account, investigative capacities and to serve as a basis for the engineering students necessarily need to progressively develop elaboration of different investigative products, in this case the research skills from the beginning of their undergraduate essay [6]. This includes three basic stages: (1) logical studies. We were able to identify that mathematical logic is one modeling, (2) logical textualization, and (3) logical assembly. of their essential capacities as future engineers, it is for this The use of this methodology allows integrating the reason that we decided that from it we can develop a more development of knowledge and strengthening self-learning. adequate methodology that allows them to acquire investigative capacities more quickly. This methodology presents three The use of mathematical logic implies a series of progressive stages: a) logical modeling, b) logical textualization procedures to be taken into account from the planning of the and c) logical assembly. The first stage has as a product the essay and all the elements that must be articulated constituting logical scheme of the essay, the second stage has as a product the a logical scheme, the writing of the discourse within the logical articulation between the logical scheme and the logical framework of a logical textualization of it and how to textualization, and the third stage has as a product the logical articulate both the logical scheme with the logical discourse articulation of the different parts of the essay. In the end, thus generating a logical assembly. Therefore, the following students were able to develop consistent research products that research work is structured as follows: in section II, the have served as a basis for the development of research products more complex as theses or research articles. methodology will present the use of mathematical logic in the different stages of development of an essay through examples. Keywords— logical modeling, logical discourse, logical In section III, the results of the application of this strategy in assembly, essay, mathematical logic, research skills relation to the improvement in the preparation of essays in engineering students will be shown. Finally, in section IV, the I. INTRODUCTION discussions of the research work will be presented. Generally, students who start their studies at the university II. METHODOLOGY have limitations to write a paragraph and if a final product such as an essay is demanded, the problem is greater [1]. On The objective of this research work is to demonstrate the the other hand, writing books focus on grammatical and impact of the use of mathematical logic as a base strategy that linguistic discourse, without taking into account the logic of allows engineering students to develop research products, mathematical discourse [2]. This logic has aspects that among them the essay. coincide with the logic of grammatical and linguistic A. The logical modeling discourses [3]; however, we have not found an editorial manual that articulates them. This means that many The elaboration of the essay has three stages that are engineering students have limitations and fail in the developed in an articulated and progressive way. development of essays, since they are built away from the mathematical logic that they use.

Currently in Peru the link between the university and scientific production is weak. This is because there are few solid proposals on how to write a research paper in a simple, didactic way and according to the profile of the engineering student. As a consequence, very few engineering students manage to develop a significant scientific production [4]. This problem should be the object of constant reflections and to aim to the development of new methodologies and strategies that support engineering students in the development of research products [5].

978-1-7281-7118-0 / 20 / $ 31.00 © 2020 IEEE a. In Fig. 1, the introduction (inclusion relationship) is shown.

Fig. 4. Logical relationship of elements of development

c. The conclusion (inclusion relationship)

Fig. 1. Substages of the essay introduction.

In Fig. 2, the mathematical relationship is established from mathematical logic. The symbol for inclusion is ⊂.

Fig. 2. Logical relationship of the elements of the introduction. Fig. 5. Substages of the essay conclusion.

b. The development (inclusion relationship) The following mathematical relationship is established from mathematical logic:

Fig. 6. Logical relationship of the elements of the conclusion

B. Logical textualization The elaboration of the essay has two levels that are developed in an articulated and progressive way as follows:

Fig. 3. Substages of the essay development.

In Fig. 3, a mathematical relationship is established from mathematical logic.

a. Local logic (thematic unit of the paragraph)

The following mathematical relationship is established: from mathematical logic: Fig. 10. Parts of the essay.

Fig. 7. Logical relationship of the paragraph elements.

b. The logic of the global (the thematic unit of the text)

Fig. 11. Speech assembled under the logic of inclusion.

III. RESULTS In order to validate the impact of mathematical logic as a strategy for the development of investigative capacities in engineering students, the marks of two classrooms are compared, in two periods as a reference with the same students. The first, in the 2018 II and 2019 II cycle, in which a traditional methodology was used in teaching the preparation of an essay. The second, 2019 I and 2020 I, in which mathematical logic was used as a strategy. Fig. 8. Text sublevels

The following mathematical relationship is established from mathematical logic:

Fig. 9. Logical relationship of the thematic unit. Fig. 12. Statistical comparisons 2018 II and 2019 I.

C. Logical assembly If we compare between 2018 II, the time in which the traditional methodology was applied and 2019 I when the It corresponds to the stage of harmoniously and balancing mathematical logic was applied as a strategy, we find a logical modeling with logical textualization. For this, the significant variation between the mean and the median of classic dimensions of the essay are taken into account. these two cycles. This variation is positive and reflects an advance in the efficiency in the elaboration of the essay.

Fig. 15. Comparison of averages by item and by cycles (2019 II and 2020 I)

Comparing the averages between 2019 II and 2020 I (Fig. 15), the criteria of mathematical logic as strategy have Fig. 13. Comparison of averages by item and by cycles (2018 II and 2019 I) improved more in the scores. This shows that the engineering In Fig. 13, the averages between 2018 II and 2019 I are students improved in the elaboration of the essay. compared, the criteria that relate to the use of mathematical IV. CONCLUSIONS logic as a strategy are those that have improved the scores the most. This shows that engineering students were more This research work confirms the efficiency of efficient in preparing the essay. mathematical logic as a strategy for the preparation of an essay by engineering students. By using mathematical logic, we A second case was carried out. The first, in the cycle I enter the logic of the engineering student profile, who is used 2019 II, in which a traditional methodology was used to teach to mathematical logic. This helps students understand essay the preparation of an essay. The second, in the 2020 I cycle, logic much more quickly. in which mathematical logic was used as a strategy for teaching the preparation of an essay. Later, a comparison of Traditional methodology, centered on the logic of the students' grades was established to establish differences grammatical and linguistic discourse, is divorced from the and improvements among themselves. Some descriptive mathematical logic of the engineering student. By using statistics can be seen in Fig. 14. mathematical logic as a strategy for preparing essays, we have shown that adapting teaching to the logic of the engineering student produces better results in the development of investigative skills and lays the foundation for the development of more complex research products.

REFERENCES

[1] T. Lillis and J. Turner, “Student Writing in Higher Education: Contemporary confusion, traditional concerns”, Teaching in Higher Education, vol. 6, pp. 57-68, 2001. [2] J. Ferreiros, “La lógica matemática: una disciplina en busca de encuadre”, Revista Theoria 69, 2010, pp. 279-299. Disponible en https://dialnet.unirioja.es/servlet/articulo?codigo=3309806 [3] E. Ochoa, N. Zamudio, K. Acuña, B. Barragán y T. Torres, “El ensayo Fig. 14. Statistical comparisons 2019 II and 2020 I académico: una experiencia de aprendizaje de lenguaje escrito [consultado el 12 de julio del 2020], p 2, 2005, Disponible en If we compare between 2019 II, the time in which the http://www3.uacj.mx/ICB/redcib/Documents/REB_DOC/2002/12/El traditional methodology was applied and 2020 I when the %20ensayo%20acad%C3%A9mico%20una%20experiencia%20de%2 mathematical logic was applied as a strategy, we find a 0aprendizaje%20de%20lenguaje%20escrito.pdf significant variation between the mean and the median of [4] B. Mauchi y M. Tavera, “Redacción de textos formales. Manual de these two cycles. This variation is positive and reflects an consulta y modelos de redacción para escolares de 5.° de secundaria”, Lima: Pontificia Universidad Católica del Perú, p10, 2011. advance in the efficiency in the elaboration of the essay. B [5] J. Wilkes, J. Godwin and L. Gurney, “Developing Information Literacy and Academic Writing Skills Through the Collaborative Design of an Assesment Task for First Year Engineering Students”, Australian Academic & Research Libraries, vol. 46, pp. 164-175, 2015, DOI: 10.1080/00048623.2015.1062260 [6] V. Mendoza y S. Jaramillo Ríos, "Guía para la elaboración de ensayos de Investigación". Revista del Centro de Investigación. Universidad La Salle, vol. 7, núm.26, pp.63-79, 2006, [Consultado: 29 de julio de 2020] ISSN: 1405-6690. Disponible en: https://www.redalyc.org/articulo.oa?id=342/34202605

Importance of laboratory work on the teach and learn process in engineering

José Luis Pineda Tapia Oficina de Gestion de la Calidad y Acreditación Universidad Nacional de Juliaca Juliaca, Perú [email protected]

Lisbeth Carina Coaquira Huacani Dany Coaquira Mamni Diego de la Cruz Paredes Maribel Jara Mamani Gerencia de Finanzas Unidad de seguimeinto al Ingenieria y consultoria Gerencia de logistica y Sociedad de Investigación ACh2O gradudo y bolsa de trabajo Sociedad de Investigación ACh2O operaciones Juliaca, Perú Universidad Nacional de Juliaca Juliaca, Perú Sociedad de Investigación ACh2O [email protected] Juliaca, Perú [email protected] Juliaca, Perú [email protected] [email protected]

Abstract— This article shows the results of an investigation pending science courses that require the use of laboratories, for that was carried out at the National University of Juliaca a future reprogramming. (UNAJ), for which surveys were designed and carried out among applicants, students from regular basic education (EBR), The educational offer concerning to engineering programs university students and graduates of engineering programs, to at the university level demonstrate an unrestricted need to determine the importance of practical work in the laboratory, in provide the student with theoretical-practical knowledge for the teaching-learning processes during their training, as a result, their professional development. However, the deficiencies that the value of the importance of laboratory work in the different may arise in the process of their training, lead to the stages of the Student training is essential, where both applicants, identification of an even bigger problem, even more so, when students and graduates exceed 85% in favorable opinion, while the future engineer shows deficiencies in the knowledge of only 1% consider it irrelevant or of little importance. In addition, practical and laboratory work. This laboratory work fosters and one of the conclusions is reached where, it is affirmed that the promotes science learning, thus it allows the student to query work in the laboratory allows the improvement in terms of the their knowledge and confront it with reality. Besides, the interests and attitudes of the student, allowing him to discover student uses his previous knowledge and verifies it through the knowledge for himself. It also influences the development of practice. The experimental activity should not only be seen as a teaching and learning in laboratories at the university level. In knowledge tool, but as an instrument that promotes the this sense, 67% of graduates consider the skills not developed at conceptual, procedural, and attitudinal objectives that any work in the laboratory will affect their professional performance, pedagogical device must include [2]. which is why it is concluded that there is a discreet compliance with the programmed laboratory practices due to the equipment, The main didactical components of university curricula are infrastructure and inadequate system established for the lectures, exercises, laboratory practicals, and seminars [3]. development of the subjects. Laboratory practices have been an essential part of engineering curricula from the earliest days of engineering education to Keywords— Laboratory work, teach-learn process, engineering prepare undergraduate students to practice engineering [4]. teach and learn, Juliaca. Laboratory learning is an important part of the curriculum and I. INTRODUCTION helps the students to gain practical knowledge. “Learning through doing” is the main idea behind having a lab course [5]. The global crisis caused by the COVID-19 has revealed Practicing engineers go to the development laboratory for two weaknesses in education in many countries, the vulnerability of reasons. Firstly, they often need experimental data to guide the established mechanisms, have had to enter an adaptation them in designing and developing a product. Secondly, the phase, seeking the best alternatives for the development of an reason is to determine if a design performs as intended. effective and efficient training process. Many approaches are Measurements of performance are compared to specifications, made to improve the teaching and learning process, in these and these comparisons either demonstrate compliance or circumstances, it is so important to make a review and take into indicate where, if not how, changes need to be made [6]. account the real situation of education in each country and at Nevertheless, some topics in engineering education are each level from basic education to university education. In complicated to be understood and many students have Peru, the universities have had to adapt their study plans to a expressed they felt in doubt about many aspects during way of working regarding the circumstances, according to the theoretical lessons. The students expressed that the provision of the educational authorities, the study houses introduction of an entirely new vocabulary full of new specific should have identified the subjects whose academic activities words and technical terms makes it complicated to understand require a specialized environment or facility [1], leaving many topics during the course. Nevertheless, the students admit that after laboratory practices they felt many concepts

978-1-7281-7118-0/20/$31.00 ©2020 IEEE became clearer. Moreover, they felt very motivated and their The first question had varied answers, having as a result curiosity was waked up [7]. The purpose of this paper is to that, the origin of the secondary education of CEPRE-UNAJ evidence the importance of laboratory practices for a better students is from the different national and private schools. The understanding during the whole engineering education at the obtained results of the second question indicate that 34% of the National University of Juliaca. surveyed applicants indicated that they had a Computing laboratory, while 24% of them had a chemistry laboratory, II. METHODOLOGY 19% had a physics laboratory, followed by 18% of students This research was carried out at the National University of who had a biology laboratory, and finally, 5% indicated that Juliaca, evaluating three groups of participants in professional they did not have a laboratory in their study centers, as shown engineering schools: applicants for a vacancy, undergraduate in fig. 1. students, and graduates. Two questionnaires were applied with Regarding the performed practices, the total of respondents, questions of various types, differentiating a questionnaire with provided information about the number of practices carried out four questions for the applicants for a vacancy and another in their high school, in the existing laboratories, and during the with eight questions for undergraduate students and finally ten Regular Basic Education (EBR), as shown in fig. 2. questions for graduates, with a simple context to facilitate the level of understanding and foster the rapid response by the participants. The proposed questions were established to obtain the most appropriate information regarding practical work, both at the high school and university levels, for which multiple-choice questions were used. To the first group respondents, formed by applicants for a vacancy in the engineering area, they have distributed a physical format for the application of the instrument jointly and in-person in the first week of March, and in the case of the second group respondents (undergraduate students and graduates) they were asked to access a questionnaire in June 2020, using the Google form tool, considering the high degree of accessibility and easy use for the participants. For the Fig 2. Number of practices performed by laboratory current article, the following methodology was established, The results about the perception of the applicants regarding based on the experiences applied by Flores and Espinosa-Rios the acquired skills and the importance of the work in the [2], [3]. In the first place, a documentary base was made that laboratory are: was compiled, analyzed, integrated, and organized so that it allowed to present the problem of teaching and learning of the TABLE I: IMPORTANCE OF WORK IN THE laboratory coherently in its aspects considered most relevant by LABORATORY; ACCORDING TO SURVEYS the authors. Question Answer Quant. % III. RESULTS Do you consider being prepared for Yes 52 70 A. Obtained results from the survey of Pre-Universitary laboratory work? No 22 30 Center (CEPRE-UNAJ) students. Very important 62 84 How important do you consider the The review of the consulted bibliography and the work in the laboratory for the Important 11 15 background of previous work allowed establishing 5 questions training process as a future engineer? to collect information from students in the process of preparing Irrelevant 1 1 to enter the National University of Juliaca. The survey was In distribution is: carried out with 74 CEPRE-UNAJ students.

a. Do you consider being prepared for laboratory work? Fig. 1. Results about the existence of laboratories in the origin educational b. How important do you consider the work in the laboratory for the training process as a future school engineer? Fig 3. The perception of the respondents regarding the acquired skills and the importance of the work in the laboratory. Questions 4 to 5. B. Obtained results from the performed survey of students and graduates of UNAJ. In the case of undergraduate students, a total of 99 of them from the fifth to ninth semesters were taken from the different Professional Schools of the Engineering branch of the National University of Juliaca, such as the professional careers of Engineering in Energy Renewables, Environmental and Forest Engineering, Food Industries Engineering and Textile and a. How would you evaluate the practical work done in the laboratories, from your entrance to the Clothing Engineering, who answered a questionnaire University to date? b. Do you consider that the equipment of the laboratories allow to achieve the objectives of the consisting of 8 questions, the results are in the fig. 4 and 5. programmed practices?. c. Do you consider that the work in the laboratory during your stay at the university, was it deficient? d. If your answer is yes, please indicate why e. When you finish your training process at the university, do you think that you will have difficulties to perform in the professional field? f. If your answer is yes, please indicate why

Fig. 5. Results were obtained from the survey of the students of the engineering branch of the UNAJ from questions 5 to 8. In the case of graduates, the total sample was 30 graduates of the years of graduation between 2017-II to 2019-II of the different professional careers of the National University of Juliaca, the survey had 10 questions, 9 of them with options to mark and the last question was a free answer, the graduates answered in the following way, giving as results what is shown in fig. 6 and 7.

a. In your high school education, do you consider that you had the necessary access to the laboratory for the proper development of the subjects? b. When choosing your professional career, did you consider the practices in the basic and specialty laboratories important? c. Do you believe that our UNAJ university has an adequate infrastructure and implementation of laboratories compared to other universities in our region? d. When you started your studies at the University, did you have problems adjusting to work in the laboratory?

Fig. 4. Results were obtained from the survey carried out to students of the engineering branch of the UNAJ from questions 1 to 4. As it is shown in fig. 4. the results of the first question, 56.57% replied that they “always had access to the laboratory”, this is the highest percentage of all the answers, a. In your high school education, do you consider that you had the necessary access to the 37.37% said that “sometimes” and 6.06% mentioned that they laboratory for the proper development of the subjects? b. When choosing your professional career, did you consider the practices in the basic and “never had the necessary access” to the laboratory for the specialty laboratories important? suitable development of subjects in high school. For the second c. Do you think that our UNAJ university has an adequate infrastructure and implementation of laboratories compared to other universities in our region? question, it is observed that 93.94% of the respondents chose d. In the process of your professional training, did you have problems to suitable for work in the laboratory? that their professional career and they did consider important the practices in basic and specialty laboratories; and on the Fig. 6. Results were obtained from the survey carried out by the graduates of other hand 6.06% of them did not consider important. the engineering branch of the National University of Juliaca. Questions 1 to 4.

and services companies, rather than the educational institutions. Therefore, there are 69% of educational institutions that have a computing laboratory, but the utilization of using them is discreet; however, the current situation of COVID - 19 has led countries to a global crisis in many aspects, which is why it is the best time to adapt teaching and learning processes to a new stage of training [9]. The laboratory provides an opportunity to integrate conceptual, procedural, and epistemological aspects within alternative approaches, which are able to allow the learning of students with a constructivist vision through methods that involve problem-solving. They give the experience of getting involved with the science processes and progressively move a. How would you evaluate practical work in labs during your undergraduate studies? away from the misconception of the wrong named and b. Do you consider that the laboratory equipment allowed to achieve the objectives of the programmed practices? conceived "scientific method" [10]. c. Do you consider that the work in the laboratory during your stay at the university had deficiencies? In the case of the infrastructure and implementation of the d. If your answer is yes, please indicate why? e. Regarding your laboratory training, do you have trouble work in the professional field? laboratories, the 64.65% of the surveyed undergraduates, most f. If your answer is yes, please indicate why? g. What is your perception about the importance of work in the laboratories in your training in the of them consider that the National University of Juliaca does engineering area? not have adequate infrastructure as long as 73.33% of the Fig. 7. results obtained from the survey carried out of the graduates of the surveyed graduates consider that the university has the engineering branch of the National University of Juliaca. Questions 5 to 9. adequate infrastructure. Likewise, it is worth mentioning that IV. DISCUSING most of the surveyed undergraduate students and university graduates consider that “Sometimes” the laboratory equipment From the data obtained, 94% of the applicant for a vacancy of UNAJ allowed them to achieve the objectives of the to the National University of Juliaca (UNAJ) carried out more programmed practices. This means it should put more computer laboratory than chemistry, physics, and biology emphasis on this matter because the objectives set for each laboratories. Besides, only 54% of them attended laboratories practice would not be fulfilled. more than four times during their Regular Basic Education (EBR); considering this result, 70% of these aspiring students Besides, it is necessary to mention that both 39.29% of feel prepared to work in the university laboratories. Likewise, undergraduate students and 30.88% of university graduates it necessary to notice that most of the applicants consider that consider the laboratories during their stay at the university had laboratory practices are very important. For that reason, the deficiencies for the lack of equipment and infrastructure in the need arises to query our traditional practice about the science laboratories. In British Council [8], it is said that one of the laboratory approach, mainly to the Chemistry, since its didactic indicators let illustrate the problem of the quality of higher potential is very limited and leads to a misrepresentation of the education in Peru, is the state of infrastructure, and quality is nature of science. perceived by university graduates as precarious, particularly in the case of public universities (especially regarding the This agrees with what is indicated in the Reform of the equipment of science laboratories and computer laboratories). Peruvian University System: Internationalization, advancement, challenges, and opportunities [8], where it is For this reason, within the basic conditions of quality for mentioned that if basic education is of poor quality, it acts as the part of the universities, there is the infrastructure and an important barrier to entry and progress at higher educational adequate equipment, in these; they are considered the levels. Inferring the above, it is also worth mentioning that if workshops and laboratories, which must be by the number of basic education is of good quality it will also act as an students and academic activities. important opportunity of entry and progress at higher levels. Of the total of surveyed undergraduate students and On the other hand, approximate of 86.97% of the surveyed graduates, 59.60% and 86.67% respectively consider that the undergraduate students, and university graduates of the practical work carried out in the laboratories from their entry to different professional careers of the National University of the present time or graduation. As for this result was neither Juliaca mentioned that they did have entrance to laboratories in favorable nor unfavorable for laboratory practices, therefore, the secondary education either “always” or “sometimes”, improvement should be considered. Besides, it is worth which facilitated their development in adapting to work in the mentioning that an average approximately of 15.53% of the laboratory. Therefore, only about 21.31% of the total of total surveyed undergraduate students and graduates consider respondents between undergraduate students and university that they had deficiencies in laboratory work because their graduates, they did have many and overmuch problems to professors had a lack of knowledge and mastery of the adapt to work in the laboratory. management of laboratory work teaching. An average of 13.04% of the total of respondents between undergraduate The use of the computer lab in the EBR shows a higher students and graduates assumes that it was due to the lack of percentage, in that sense, Barron indicates that the use of ICTs personnel for the attention in the laboratories. An estimated for teaching-learning processes to date have been used, mostly average of 24.09% of the total of undergraduate students and in the processes training. As well as it is pointed out, the online graduates considered that it was also because of the little education systems have been developed mainly by the goods importance of practical work by the authorities. At the same relationships, and hypotheses, among others. It is clear that time, survey respondents considered at the end of their training with few sessions it is not likely to fully develop scientific at university that they will be in trouble, both undergraduates skills and competences, but from what was done it was will have or graduates have difficulties to perform in the possible to demonstrate that the implementation of laboratory professional field for a variety of reasons. Firstly, a percentage practices as didactic strategies can increase these skills in of 26.49% of the total of undergraduate students and 27.45% of students more easily. For this reason, managing a laboratory the total of graduates consider that it would be because a few strategy outside of traditional practice, it would improve the practices were carried out at the university. Secondly, about student learning when acquiring prior knowledge, providing 17.84% of undergraduate students and 17.65% of graduates them with a more motivating environment, making them feel have difficulties because of the inadequate distribution of the the need to acquire knowledge as a goal and not in an imposed number of users per practice group. Thirdly, 10.81% of way, this fosters a significant construction of their knowledge. undergraduate students and 15.69% of graduates consider that it would be because teachers did not encourage the In this regard, it is needed to point out that some made development of their practical skills. research, particularly in Venezuela, have contributed to some way to reveal that alternative laboratory teaching styles favor Another indicator that illustrates the problem of the quality learning in the laboratory. Among these works are those of, of higher education in Peru is the level of teacher training Meneses and Pesa, Blanco, Flores, Franco de Duque, Quezada, mentioned in the British Council, in which the level of training Sanabria and Ramírez, and Velázquez [12], [13], [10], [14], of university teachers, the data used belonged to the II National [15], [16], [17] all oriented towards problem-solving through University Census 2010 shows that in that year there were 59 didactic approaches more in line with the nature of the thousand university teachers. From them, 53% of teachers had scientific activity. a Master's degree, 4% of them with a Doctorate, and 14% have some specialization. The low level of teacher training is In general, the need arises to query our traditional practice reflected in the levels of their student satisfaction as well, 25% on the science laboratory approach, particularly in Chemistry, of university graduates consider that the quality of their since its didactic potential is very limited and leads to a teachers has not been good or excellent and their dissatisfaction misrepresentation of the nature of science. As for the is higher among undergraduates in the public universities application of Problem Based Learning P.B.L as a strategy (35%). which enables interdisciplinary work and in which the subjects of Programming IV, Data Bases II, and Analysis and Design II On the other hand, although the percentage compared to the belonging to the fifth academic period of the Systems other factors is minimal, it is important to remark that a Engineering and Telecommunications program were determinant factor is the little importance of practical work by integrated. These subjects belong to the area of Applied the undergraduate students and graduates in the laboratory Engineering. Besides, it is pretended to demonstrate the work during the stay at university. From the survey, it was advantages of collaborative work, discovery learning, research, obtained as a result that the 8.33% of the total surveyed and the competencies of an engineer in these fields [18]. undergraduate students and 16.18% of the total graduates, who identified deficiencies in laboratory work during their stay at V. CONCLUSIONS: the university. Besides, it was acquired that 7.57% of • This study aimed to determine the value acquired by undergraduate students and 5.88% of the total of graduates laboratory applications in the several stages of student consider that the little importance of practical work will cause training. Considering the revised bibliography, the use of problems in their professional performance. the laboratory will influence problem-solving skills, In that sense, the British Council [8] mentioned that the improve their interests and attitudes towards science it will third indicator that illustrates the problem of the quality of allow the student to count an application of theoretical higher education in Peru refers to the level of student skills. knowledge to practical situations in the development of Regarding it is said that there is evidence that suggests the their professional field or the own competencies of an distribution of cognitive skills of undergraduate students has engineer. deteriorated in the past decade. One factor that would be • Laboratories should not only serve to reinforce students' explaining this situation is the low level of basic education in theoretical knowledge, but they should also allow students Peru. This conclusion is associate with Peru's low performance to discover knowledge on their own. Therefore, new in international learning assessment tests. approaches to laboratory work should be considered, According to Espinosa-Rios [11], the implementation of aimed at improving student research. laboratory practices from the opening levels strengthened some • From the data obtained in the performed surveys on scientific methodological bases that allowed students to face a undergraduate students and graduates, these show that the specific problem. That is to say, they saw the need to develop progress made by allowing them access to laboratories and to strengthen conceptual knowledge, procedural and from the high school level influences the development of attitudinal, to apply them in the execution of laboratory teaching and learning in laboratories at the university level. practices. With the above, significant competencies were Evidence of a gap and divorce regarding the curriculum of developed and strengthened within school scientific processes the EBR and the university. such as drawing up conclusions, managing an adequate • A fundamental factor in terms of discreet compliance with scientific language, taking data, designing and applying the programmed laboratory practices is not only the experiments, practical – context relationship, group equipment and infrastructure but also the inadequate [9] Barrón Héctor S. Six Problems of the University Online Education system established for the development of the subjects. Systems. Departamento de Proyectos Especiales del Sistema Universidad Abierta. Universidad Nacional Autónoma de México ACKNOWLEDGMENT [10] Flores, J.- Concesa, M.- Moreira, M. (2009) El laboratorio en la enseñanza de las ciencias: Una visión integral en este complejo ambiente The authors wish to thank the support of the people and de aprendizaje institutions that made this study possible: Dr. Victor Marca [11] Espinosa-Ríos.Edgar Andrés,a González-LópezKaren Dayan y Maquera, Director of the Pre-University Center – UNAJ; Dr. Hernández-Ramírez Lizeth Tatiana lizeth.(2016) Las prácticas de Vilma Sarmiento Mamani, Coordinator of the School of laboratorio: una estrategia didáctica en la construcción de conocimiento científico escolar Entramado, vol. 12, núm. 1.Universidad Libre de Renewable Energies Engineering – UNAJ; M. Sc. Silvana Colombia. Lizeth Aguilar Tuesta, associate professor at the School of [12] Meneses, J. Andrés, Ma. M., y Pesa, M. (2007). Efectividad Food Industries Engineering – UNAJ; Engineer Milton metacognitiva de la heurística V de Gowin en trabajos de laboratorio Humpiri Flores, who in charge of the Institutional Repository – centrados en la resolución de problemas de situaciones problemáticas. UNAJ; M. Sc. José Luis Cahuana Jorge, researcher teacher, Indivisa, Boletín de Estudios e Investigación, Monografía VIII, 203-215. ACh2O SAC Research Society, and Lic. Deyna Lozano Ccopa, [13] Blanco, V. (2001). La V de Gowin y las interacciones cooperativas: su a specialist teacher at the Language Institute - UNAJ. influencia sobre el aprendizaje en el laboratorio de Química en estudiantes de noveno grado. Trabajo de grado de maestría no publicada, Universidad Pedagógica Experimental Libertador, Instituto Pedagógico EFERENCES R de Caracas, Caracas-Vemezuela. [14] Franco de Duque, C. (2000). Infl uencia de una metodología no [1] Resolution of directive council N° 039-2020-SUNEDU/CD. Resolucion convencional sobre el desempeño de los estudiantes en el laboratorio de de consejo directivo N° 039-2020SUNEDU/CD. Avaliable in: Química de 9º grado. Trabajo de grado de maestría no publicada, https://www.sunedu.gob.pe/resolucion-del-consejo-directivo-n-039- Universidad Pedagógica Experimental Libertador, Instituto Pedagógico 2020-sunedu-cd/ de Caracas, Caracas-Venezuela. [2] López, A. y Tamayo, O. (2012). “Las prácticas de laboratorio en la [15] Quezada,T. (2006). Efectos de una estrategia problematizante en el enseñanza de las ciencias naturales”. Revista Latinoamericana de rendimiento académico y el desarrollo de competencias básicas, Estudios Educativos, No. 1, Vol. 8, pp. 145-166. Manizales: Universidad competencias tecnológicas y competencias comunicativas en los de Caldas. estudiantes de química de noveno grado. Trabajo de grado de maestría [3] S. Geisbusch, W. A. Halang, y B. Heulmanns, “Laboratory Practicals in no publicado, Universidad Pedagógica Experimental Libertador, Engineering Tele-Education”, IFAC Proc. Vol., vol. 34, núm. 9, pp. Instituto Pedagógico de Caracas, Caracas 521–526, 2001. [16] Sanabria, I. y Ramírez de M., M.S. (2004). Una estrategia de [4] H. Chowdhury, F. Alam, y I. Mustary, “Development of an innovatiove aprendizaje para integrar teoría y laboratorio de Física I mediante los technique for teaching and learning of laboratory experiments for mapas conceptuales y la V de Gowin [Documento en línea]. Disponible: engineering courses”, Energy Procedia, vol. 160, núm. 2018, pp. 806– http://cmc.ihmc.us/papers/cmc [Consulta: 2005, Noviembre 29]. 811, 2019. [17] Velázquez, B. (2007). Influencia del enfoque investigativo sobre el [5] A. Naiksatam, K. P. Khanchandani, y S. D. Chachra, “Effective online aprendizaje en el laboratorio de química de 9º grado de educación assessment and evaluation though online laboratory work submission for básica. Trabajo de grado de maestría no publicado, Universidad technology enhanced learning”, Proc. - IEEE 9th Int. Conf. Technol. Pedagógica Experimental Libertador, Instituto Pedagógico de Caracas, Educ. T4E 2018, pp. 212–213, 2018. Caracas. [6] L. D. Feisel y A. J. Rosa, “The role of the laboratory in undergraduate [18] Betancourt Correa, C. (2006). Aprendizaje basado en problemas una engineering education”, J. Eng. Educ., vol. 94, núm. 1, pp. 121–130, experiencia novedosa en la enseñanza de la ingeniería. Revista 2005. Educación En Ingeniería, 1(2), 45-51. https://doi.org/10.26507/rei.v1n2.37 [7] A. Ramirez-López y D. F. Muñoz-Negron, Importance of laboratory practices during material science courses for engineering students. 2019. [8] British Council (2016). “la reforma del sistema universitario peruano: Internacionalización, avance, retos y oportunidades”

Experiences in the accreditation of the Master's Program in Software Project Management at the University of Informatics Sciences

Yasiel Pérez Vera Anié Bermudez Peña Departamento Académico de Ingeniería de Sistemas e Informática Departamento Académico de Inteligencia Computacional Universidad Nacional de San Agustín de Arequipa Universidad de las Ciencias Informáticas Arequipa, Peru La Habana, Cuba [email protected] [email protected] https://orcid.org/0000-0001-9421-9529 https://orcid.org/0000-0002-1387-7472

Abstract— Among the current challenges of Higher Education quality of the institutions. It allows certifying, before society, is the improvement of the teaching-learning process, for which it is the quality of the human resources trained, and the different imperative to have study programs certified by quality standards. processes that take place. It is the formal and public The University System of Accreditation Programs contributes to the recognition granted to an academic institution by the degree improvement of the quality of Higher Education in Cuba through the to which it has made significant progress in its careers or certification at the national and international levels of programs and programs in fulfilling its stated mission and objectives, and institutions that meet established quality requirements. The satisfies a set of criteria, indicators, and standards of relevance University of Informatics Sciences is a Cuban Center for Training- and quality. The central purpose of accreditation is to promote Production-Research, which develops computer applications and and stimulate continuous improvement and to determine if an services geared towards sectors of society. This institution has postgraduate studies of courses, training, specialties, masters, and academic institution has quality at a general level or doctorates. Among the programs they offer is the Master in Software concerning one or more educational programs if it can Project Management, which allows the training of professionals in demonstrate that it progresses continuously and novel project management techniques, combining research, systematically, with the use of strategies, procedures and development, and innovation activities. The objective of this adequate resources for the achievement of its mission and research is to present the experiences in the accreditation process of objectives, reasonably complying with the established criteria this master's program. The evaluation process evidenced the social and quality standards [3]. impact of the master's degree in the institutions and organizations to The evaluation of postgraduate programs can be a strategy which the graduates belong. Among the strengths highlighted by the evaluators are the creation of technological tools for project contemplated in the planning and budget of the institution and management, the quality of the faculty, and good infrastructure for each academic unit. One of the reasons why accreditation has the development of the program. As a result, the Master in Software become relevant is because the evaluation provides Project Management obtained the highest category of Program of mechanisms for diagnosis and public accountability for the Excellence, forming part of the Cuban High-Quality Master's activities and quality of the programs, which generates a set of Program. information that allows them to be located at the national and international and facilitates the external decision on financing, Keywords—accreditation process, evaluation, master’s program, granting of scholarships, contributions for research, postgraduate. international cooperation and even donations [4].

I. INTRODUCTION The University of Informatics Sciences (UCI) was created in 2002 with the mission of training professionals committed Globalization brings new and important challenges for the to their country, qualified in the field of Computer Science. university. Higher education poses a series of challenges in a Starting from a flexible pedagogical model, which world in constant transformation. One of them is improving dynamically and coherently links study with production and the quality of the teaching-learning process, recognizing its research, in accordance with the social needs of the country. current conditions and characteristics. It is urgent to advocate Since its foundation, the UCI has been a new type of for having study programs certified by quality standards that university, where the training - production - research incorporate continuous improvement and are committed to processes are harmoniously integrated, which constitutes the quality education, understood as that which results from the institution's pyramid for success [5]. Currently, this institution articulation between all the involved committed to the has postgraduate studies of courses, training, specialties, educational system, and which in turn meets the expectations masters, and doctorates. Among the master's programs offered generated by the social structure [1]. In education, two quality are the Master in Virtual Education, the Master in Applied approaches are used: one internal to Higher Education Medical Informatics, the Master in Software Quality, the Institutions (HEI), linked to quantitative standards and Master in Advanced Computing, and the Master in Software objective indicators, and the other external, tending more Project Management. towards qualitative, based on the responses that the university gives to social interests [2]. The objective of this research is to present the experiences in the accreditation process of the Master's Program in University accreditation is the result of a process of Software Project Management at the University of Informatics systematic and voluntary evaluation and monitoring of the Sciences. fulfillment of the substantive functions of an HEI, which allows obtaining reliable and objective information on the

978-1-7281-7118-0/20/$31.00 ©2020 IEEE II. MASTER'S PROGRAM IN SOFTWARE PROJECT Course Type Credits MANAGEMENT Software Development Models Specialized 3

The Master's in Software Project Management program at Project Management Tools Specialized 3 UCI allows the training of professionals in innovative project management techniques, combining theory and practice. Its Knowledge Management Specialized 3 graduates are prepared to carry out projects in different Project-oriented Organizations Management Specialized 3 spheres of society, for example, investment, information technology, innovation, and research. The entry requirements to enroll in the master's programs are to be a university Students must acquire 6 credits per thesis seminar activity, graduate who is accredited with a copy of the degree or there will be three thesis seminars, each one contributes 2 certificate of graduation and to be linked professionally with credits to the student, and they are carried out at different times project management [6]. of the postgraduate program. In the first thesis seminar, the student presents the research design at the end of the This program is presented aligned with the main mandatory course block. In the second the methodological international standards: the project management guide design and the theoretical foundation of the final thesis work proposed by the Project Management Institute PMBoK, the are presented at the end of the optional course block. Finally, ISO 21500 Standard, the ISO 10006, and the Capability in the third seminar of research, the pre-defense of the thesis Maturity Model Integration. The program essentially seeks a is carried out [6]. balance of knowledge between general courses in research, ethics, and management with specific courses in the area of The non-teaching activities associated with the academic software project management. The study plan is personalized exercises will be evaluated by the academic committee taking for each student, with a duration that generally ranges from 12 into account their relationship and contribution regarding the to 24 months, depending on the student's progress. The fulfillment of the program objectives. These activities will be courses that can be developed combining face-to-face and associated with the academic exercise of the master's degree virtual teaching. The credits acquired are valid for 5 years [6]. and are considered as such: the presentation of papers at The curriculum is organized in such a way that students scientific events in the field of informatics, the publication of first receive basic project management training and then articles in national and international journals, and advice to specialized training in each of the project management scientific papers. The academic committee will require that knowledge areas. The first block of courses consists of four there be a balance between the different ways of obtaining mandatory courses that form the core of the master's degree non-teaching credits so that teachers must present guarantees and guarantee general project management training for all for publications and participation in events [6]. those enrolled. The second block guarantees specialized training where those enrolled can choose different courses For the completion of the final work, the subject of the depending on their specific needs and aligned with their student must be approved by the academic committee of the research work [6]. master and be a scientific-technical result that expresses the solution of a theoretical or practical problem related to the To receive the title of Master in Software Project project. The final work will be the result of research, Management, a minimum of 72 credits must be accumulated development, or innovation activities and may be expressed in for teaching activities, research, development, innovation, and the form of thesis or project work. In any case, the final work non-teaching activities associated with the academic year. The will be presented in a written memory that requires the credits are distributed in 12 credits of mandatory courses, 14 demonstration of the required skills, theoretical or credits of specialized courses, 6 credits of thesis seminar, 10 methodological rigor, and adequate to the knowledge of the credits of non-academic research activities, and 30 credits of national and international state of the art of the topics the presentation of the thesis work [6]. Table I shows the addressed [6]. mandatory and specialized courses with their number of credits. The written memory will be individual and must be defended in front of an expert committee. Each student must TABLE I. MANDATORY AND SPECIALIZED COURSES have a tutor who will be approved by the Academic Course Type Credits Committee of the master's program. The structure and Basic Project Management Course Mandatory 3 organization of the written report will follow the guidelines established by the current postgraduate regulations. The Quality Management Mandatory 3 written report will be defended in front of a thesis jury and an Scope and Time Management Mandatory 3 opponent will be appointed for the act of defense. The defense will be organized in a public act unless there are Cost and Procurement Management Mandatory 3 confidentiality restrictions that imply the performance of the Integrated Project Management Specialized 3 defense behind closed doors [6].

Risk Management Specialized 3 III. ACCREDITATION PROCESS FOR POSTGRADUATE PROGRAMS IN CUBA Human Resources Management Specialized 3 Cuban higher education has always paid particular Negotiation Specialized 3 attention to ensuring and improving the quality not only of the Excellence Leadership Specialized 2 academic training and scientific research processes but also Introduction Studies Science, Technology that of university management itself. For these purposes, Specialized 2 and Society through Resolution No. 150/99 of the Minister of Higher Education, the University System of Accreditation Programs TABLE II. DETAILED DESCRIPTION OF VARIABLES (SUPRA) was created, whose main objective is to contribute Variable Description to improving the quality of higher education in Cuba through It states that the program is aimed at sustainable certification at the national and international level of programs socioeconomic development, strengthening the and institutions that meet established quality requirements. cultural identity of Cuban society, achieving the Social relevance For the development and implementation of SUPRA, the objectives of the comprehensive training of our Cuban National Accreditation Board (JAN) was created, with professionals, and addressing the ideals of justice and equity that characterize our social system. the mission of contributing to the improvement of the quality Institution The master's program must be the result of an of Cuban higher education and with the objective of tradition and inter- institutional trajectory that guarantees its origin promoting, organizing, executing, and controlling the policy institutional and sustainability by the academic unit that of accreditation, through the subsidiary bodies it directs [7]. collaboration coordinates the program. The teachers and tutors of the master's degree have SUPRA has regulations, quality standards, and evaluation recognized prestige and professional experience. Teachers and The composition of doctors is significant among guides for each evaluation system, generating documents, in tutors essence, of a culture of self-evaluation as a basic element in professors. Scientific leaders are found among the development of a general evaluation culture in the teachers and tutors. The program has the facilities, equipment, and academic field. These instruments define the requirements, supplies required for teaching and research standards, criteria for decision-making, procedures, the format Didactic material activities. An important part of the didactic of the reports, and models necessary to implement the self- and administrative assurance is the existence of a methodological evaluation, evaluation, and accreditation processes. This assurance strategy by the direction of the program regarding Board grants the different categories of accreditation in force the forms, methods and approaches for its development in the educational teaching process. for the different programs and is chaired by the Minister of All students are guaranteed to have the basic Higher Education of the Republic of Cuba [8]. preparation required to meet the demands of the program. Pre-admission interviews are conducted SUPRA is made up of the Master's Degree Assessment Students and exams are run when required. The knowledge and Accreditation (SEA-M), Career Assessment and needs of those students who need to satisfy Accreditation Systems (SEA-CU), as well as the Institutional additional requirements to access the program are Assessment and Doctoral Assessment and Accreditation addressed. Systems (SEA-Dr). Likewise, it operates through a legal The curriculum provides for the organization of framework that appropriately ensures its development. The professional, teaching, research, innovation or artistic creation activities. It favors work methods accreditation categories granted to the evaluated programs are: that promote the creativity of students; the ability Authorized Program, Ratified Program, Certified Program, Curriculum to assimilate, generate and disseminate and Program of Excellence [9]. information, through the use of information and communication technologies and the management Accreditation recognizes (or certifies) the quality of the of technical scientific information in foreign programs or the evaluated institution. It includes carrying out languages relevant to the area of knowledge. the self-evaluation and external evaluation with respect to the quality standards and criteria previously established by an accrediting agency or body. It includes its own self- IV. RESULTS AND DISCUSSION evaluation, as well as an evaluation by a team of external At the request of the Rector of the UCI, the Master in evaluators. The SEA-M consists of three basic documents, the Software Project Management was evaluated, as established Quality Standard of Master's Programs, the Evaluation in the SEA-M of the Republic of Cuba. The evaluation Regulations, and the Evaluation Guide [10]. commission included four specialists from the JAN, three The Quality Standard of Master's Programs describes the from other prestigious universities in the country, such as the standards that must be met in accordance with the theory and Central University of Las Villas and the Agrarian University practice of international academic evaluation and experiences of Havana, and one as representative of the Technical in the evaluation and accreditation of postgraduate studies in Evaluating Committee (CTE). Cuba to guarantee national accreditation of master's programs. During the evaluation process, interviews were conducted It constitutes the duty of these programs. To determine to what with two directors of the institution (Vice-Chancellor for extent a program satisfies the corresponding quality standards, Research and Graduate Studies, Postgraduate Director) and 16 six variables are established: Social relevance, Institution employers (3 Vice-Chancellors, 5 Deans, 4 Directors of tradition and inter-institutional collaboration, Teachers and Software Production Centers). Group interviews were also tutors, Didactic material and administrative assurance, conducted with the Academic Committee, professors and Students and finally Curriculum [11]. Table 2 describes each tutors, graduates and students of the master's degree. They of the variables in detail. reviewed 53.4% of the theses defended (31 of 58), 100% of the graduate files, 100% of the master's student files, the The Evaluation Regulations define the four accreditation general program file, and the records of all the editions categories of the system. Also, the attributes of each category (finished and in-process). are described, according to the degree of compliance with the quality standards defined in the pattern. The organizational The evaluation was carried out over four days and made it stages for carrying out the evaluation processes are detailed; possible to specify the state of the master's degree in the six as well as the sources that can provide relevant information on variables contemplated in the SEA-M quality standard. Table the quality of the programs [11]. III presents a summary of the qualitative assessment of the analysis of the variables. It should be noted that no weaknesses

were found in any of the variables analyzed.

TABLE III. QUALITATIVE ASSESSMENT OF THE SEA-M EVALUATION participated in 118 events of national and international VARIABLES prestige that represents an average of 2.4 per teacher or tutor. Variable Strength They have published 6 books and 9 monographs. High demand for the master's program that justifies Social its existence to offer training to professionals in the relevance The SEA-M defines four categories of system area of Project Management. accreditation and the highest is "Program of Excellence". The Inter-institutional collaboration favors the expansion Institution of the program's material, as well as the exchange particularities of this category are: at least 80% of the faculty tradition and between teachers, enriching with diverse experiences are PhD and 75% of the students carry out the final evaluation inter- and approaches. The faculty and tutors have the in the scheduled period of the program or 50% do it in the institutional participation of internationally renowned scheduled period and at least 80% during the validity period collaboration professionals from other universities in the country of the credits. and abroad. Good quality, high professionalism, and rigor in the teaching and research work of the faculty according The master's program in Software Project Management to the criteria of graduates and students of the was approved by Ministerial Resolution No. 218/2009 at the program in the three evaluated editions. Above 80% Teachers and proposal of the Advisory Commission for Postgraduate of the faculty (40 of 49 professors) have a scientific tutors Education of the Ministry of Higher Education of the Republic degree of Doctor of Science. The quality of the of Cuba at the highest level, Program of Excellence. Programs tutoring is guaranteed from the beginning of the program, which is recognized in the interviews and that receive this category are considered by the JAN to be part surveys carried out with students and graduates. of the High-Quality Master's Program of the Republic of For the development of the program, there is a good Cuba. A program that, after having completed an external infrastructure. Sufficient and relevant material and evaluation process, obtains the highest category of Didactic administrative support are guaranteed. The facilities accreditation has the following benefits: material and and furniture have excellent conditions for carrying administrative out the activities. There is a Virtual Learning • The diplomas of its graduates will have a distinctive assurance Environment, an FTP, the Master's Forum, the master's email, the Gespro project management seal, according to the category of the program. platform among other tools. • It will constitute a guarantee for the evaluation of the The research problems identified in the theses and their proposed solutions are in correspondence with postgraduate activity of the institution. the objectives of the master's degree. All theses solve • real problems of project management. The number of International divulgation. graduates in the duration of the program is 100% of • Relative autonomy in its operation as established by the Students the first edition and 92% of the second, in the duration of the credits you can reach 100% of Postgraduate Regulations of the Republic of Cuba. graduates. There is a high degree of satisfaction • among the students and graduates regarding the Inclusion of foreign students in the master's program. requirement in the evaluation of the courses, as well • Participation in the development of international as in the organization and quality of the program. The curriculum design of the program contributes to projects that tend to enrich the institutional evaluation theoretical and practical development in the area of processes and allow the recognition of the quality project management. This positively influences the levels achieved. socioeconomic advance of the country and the development of the Cuban software industry. The V. CONCLUSIONS subjects of the courses are adapted to the advances and demands of the area of knowledge of the master's The transformation of higher education, the improvement Curriculum degree, as well as a good bibliographic update that of its quality, and its relevance require that universities assume guarantees the quality of the program. The quality of greater responsibilities towards society. The evaluation the results of the production of knowledge is process carried out evidenced the social impact of the program evidenced by the presentation at conferences and on the institutions and organizations of the territory to which publication in scientific journals. The realization and use of three thesis research seminars favor the the graduates belong. The Academic Committee of the orientation, monitoring, and improvement of the master's degree, as well as its faculty, shows high research work of the students of the program. professionalism and commitment to the management of the master's degree, recognized by graduates, program students, During the evaluation process, it was found that there is employers, and managers who were interviewed and good planning, organization, and dissemination of the contacted by the evaluation commission. Among the strengths program and its activities. Different forms are used such as an highlighted by the evaluators are the creation of technological FTP server that includes complete information on the master's tools for project management, the quality of the faculty that degree, stores the theses defended, research problems bank, has 81.6% with a Ph.D. degree, and good infrastructure for the the courses, among other documents. 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Available: legalized and guarded. The members of the faculty https://repository.ucc.edu.co/handle/20.500.12494/1307. [3] A. Abou-Zeid and M. A. Taha, “Accreditation process for engineering [8] M. E. Cunill López, R. Oramas González, and N. Márquez Morales, programs in Saudi Arabia: Challenges and lessons learned,” in 2014 “Experiences in evaluation and accreditation of master’s degree IEEE Global Engineering Education Conference (EDUCON), Apr. programs,” Revista Cubana de Educación Médica Superior, vol. 30, 2014, pp. 1118–1125, doi: 10.1109/EDUCON.2014.6826250. no. 2, Oct. 2016, Accessed: Sep. 20, 2020. [Online]. Available: [4] Ó. Espinoza and L. Eduardo González, “Accreditation in higher https://www.medigraphic.com/cgi- education in Chile: results and consequences,” Quality Assurance in bin/new/resumenI.cgi?IDREVISTA=230&IDARTICULO=68750&I Education, vol. 21, no. 1, pp. 20–38, Jan. 2013, doi: DPUBLICACION=6713. 10.1108/09684881311293043. [9] R. Oramas González, M. E. Cunill López, N. 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Rapid Feedback of Student Outcomes Using Internet Tools: An Experience on Engineering Programs

Abraham Dávila Alejandro Romani Jhair Hernandez Department of Engineering School of Science and Engineering Directorate of Academic Affairs Pontificia Universidad Cátolica del Pontificia Universidad Cátolica del Pontificia Universidad Cátolica del Perú Perú Perú Lima, Perú Lima, Perú Lima, Perú [email protected] [email protected] [email protected]

Abstract— Feedback is considered a key element in the SO are broken down into certain axes or aspects, which in turn evaluation of the student, as it allows them to reaffirm their are broken down into performance indicators, which are achievements and identify opportunities for improvement. measured through a rubric that contains a precise description However, in the case of Student Outcomes, in the context of of each level of expected achievement. The SO, according to accreditation of engineering programs, it has implied a change diverse factors within an engineering program, can be of approach so that many institutions have not been able to measured: (i) in a group or individual way to each student; (ii) carry it out or some have opted for a manual scheme. This in a sample or census way; (iii) by the teacher or by pairs (self- article presents an experience, two cases, of quick feedback and co-evaluation); (iv) in a direct or indirect way; (v) using some tools of an Internet platform. The experience synchronous or asynchronous; y (vi) in a manual, semi- reaffirms that students do value and use the results received to automated or totally automated way; among other improve their performance. The implementation of a semi- automatic scheme for the measurement of Student Outcome has possibilities. allowed (i) to improve the performance of the evaluators when ICACIT has been an accredited engineering agency for 17 recording the evaluations and that the students receive the years in Peru and has promoted its model throughout that time. feedback in a short time; (ii) to decrease the time of However, accreditation is still in the process of consolidation measurement where the students can apply self- and co- both for the programs that have already been accredited and evaluation, in addition to having feedback; and (iii) the for those that are just beginning the process. In that sense, implementation has been fast and low cost. many needs of engineering programs, in relation to the Keywords—Student Outcome, evaluation feedback, continuous improvement of programs and student outcome measurement measurements, have been solved mainly with manual processes. In particular, the collection of SO measurements in I. INTRODUCTION several institutions at a national level is a manual process, even collected in paper and pencil. Some programs use in their Feedback, within the evaluation process, represents a key final stage, in the best case, electronic spreadsheets or some element [1][2] in the learning process. The feedback a student ad-hoc computer system for the calculation of the SO receives contributes to his or her professional development consolidation at the program level. It has been observed that [3][4] and is important in project-oriented learning courses the more manual the process is, the greater the difficulty in [5]. This practice allows: the teacher to provide feedback providing timely feedback to students, since the process focused on the student's performance; and the student to demands more time from the teacher for filling out clearly identify what he or she has achieved and what he or measurements [9]. she needs to improve. The teacher also informs the program that the students are: (i) sufficiently achieving what has been Based on the scenario described above, an initiative was required or asked of them; (ii) achieving but with minor taken to automate certain student outcome measurements for observations; or finally, (iii) not achieving what is expected. two main purposes: first, to facilitate the recording of rating The information provided in the feedback, described in and their justifications as input for timely feedback; and, sufficient detail and in relation to what is being assessed, second, to reduce the workload in processing certain should enable the student to establish strategies to improve measurements that were based on self- and co-assessment. their learning. Some studies [6],[7], indicate that timely These initiatives were proposed within a capstone course of feedback to students influences the improvement of their an engineering program. Considering that the University performance with respect to the object of evaluation; while adopted the Google Suite platform, the initiatives were based late feedback has a minor effect. on the existing tools in that platform; as other cases reported using Google Forms in educational environments [10], [11], In the context of accreditation of engineering programs, [12], [9]. under model ICACIT and ABET model in Peru, each program must establish a set of Student Outcomes (SO). The SO should This article presents the implementation of two support be measured at the end of the program to show that students tools for SO measurement with student feedback, using some reach the graduation profile and the minimum characteristics products of the Google Suite platform. Following the article, that an engineer should have at the moment of entering the it is presented in: Section II, the description of the problem in labor world [8]. The definition of the OS depends on each measurements to be automated; in Section III, the program in its formulation, but it should be based on the set development of the tools is described; in Section IV, the defined by the accrediting model (in our case ICACIT). The results of the experience are presented; in Section V, the

978-1-7281-7118-0/20/$31.00 ©2020 IEEE solution and the strategy for its incorporation to other courses Case 'b' refers to the evaluation of the SO "Teamwork". and engineering programs are discussed. The evaluation before the improvement was done as follows: (i) students receive a printed survey, (ii) students complete the II. PROBLEM DESCRIPTION names of their working group members and initiate self- and In the Engineering Program, where this initiative is co-evaluation, (iii) the surveys are collected and processed in concretized, the measurement collection process followed can a spreadsheet, and (iv) the report for the Program is generated. be described as cumbersome and with no possibility of feedback to the student. This initiative addresses two types of III. DEVELOPMENT OF THE TOOL measurements that are made: case 'a' measurements to Considering the institutional context, the decision was individual students made by a teaching team; and case 'b' made to use the Google Suite for Education platform. Within group measurements for working groups; under the scheme of the Platform, there is access to various services (resources) self- and co-evaluation. The measurements are collected using such as: email, spreadsheets and a Google Script a rubric established by the Program. The course where the programming language that can be used to perform various measurement is taken is a capstone course and is of the actions. In that sense, it was decided to work with a GSuite project-oriented learning type. For the project established in spreadsheet called ‘Course Log’, which would have all the the course there is: (i) the students must form work teams of necessary data for the planned automations and record of between 4 and 6 people depending on the students enrolled; measurements and partial notes and observations. In (ii) the project extends over the entire academic period (16 particular, a sheet was defined where the student's data is weeks), from understanding the problem to implementing recorded as: code, names and last names, e-mail and the group software to solve it. to which he belongs. Generally speaking, one of the relevant needs is for timely For case (a) it was decided to add a tab to the Course Log, feedback to students. Such feedback should include the level which was labelled as "RE3.1 Orally Communicate " and achieved for each performance indicator (criterion), including whose template is presented in Figure 1. The Google the level description set out in the rubric and the justification spreadsheet, for its nature, allows that many evaluators can for such a rating. In addition, it should include a general work with it, in simultaneous way. In that sense, the facilities teacher appreciation to motivate the student to improve. This offered (in Figure 1) are (i) the first 7 rows are informative of implies the possibility that the student can improve his/her the SO, (ii) the groups region data and students, which work and resubmit it for re-evaluation. corresponds to the first 4 columns were left "frozen" (immovable) and (iii) each block of performance indicator as Furthermore, as it is a pilot initiative, it should be feasible 3.3.1 or 3.3.2 has a rating ranging column from 1 to 4 and in the institutional and low-budget context. In the institutional another column to record the observation or place the context, the advantage is the use of the Google Suite for justification of the rating decision. This column will be used Education Platform, which provides several tools that are for feedback. In addition, a teacher is assigned to one or two integrated. In the budgetary aspect there was no budget for blocks to measure. After the students' presentation, the case 'a' and very low budget for case 'b'. teaching team reviews and improves their comments, and then Case ‘a’ refers to the evaluation of the axis (aspect) “Oral all emails are sent individually. The schematic structure of the communication” of the SO “Effective communication to text of the individualized mail is presented in Figure 2. This multiple audiences”. The evaluation, before improvement, mail is generated by an algorithm programmed in the was carried out in the following way: (i) students present their spreadsheet through the option "Tools/<>Command Sequence work and a teachers group, evaluate one or two performance Editor". A high-level version of the algorithm is presented in indicators (criteria) (ii) in the spreadsheet, independently, each Figure 3 so that it can be understood and implemented. evaluator places the rating, and (iii) at the end of the For case (b), considering, what is described in Section II, expositions, the data is added from the different spreadsheets a process was established to generate a set of data collection and the report for the Program is prepared. files customized by each work group; and after the filling out, consolidate the answers and generate the evaluation for

Fig. 1. Template of case ‘a’ (in Spanish version) intentionally, was replicated in the next two editions of the course, that is, no mail was sent after the week 6 presentation. In both editions, students requesting feedback before the next presentation. This shows that the feedback is taken into account by the students. The students improved their speech in the final presentation. • Reduce some data consolidation and reporting tasks. In particular, in case (b), this involved a large reduction in the number of hours of loading data taken on paper that was then filled in a spreadsheet. In addition, in this automated process, the sheets generated are left stored as evidence in a measurements folder according to each course and academic period. Some students, who Fig. 2. Template of e mail in case ‘a’ (in Spanish version) were consulted after applying the evaluation, indicated that they liked the idea of having a feedback in relation to the group work based on the observations that he makes and in contrast to his peers. • The programming of the tool in case (a) is easier and possible to be done with the information available on the Internet about Google Script. On the other hand, the programming of case (b) which is not complex, does require more effort and knowledge related to the creation of (customized) files and the obtaining of data from various files; as well as user assignment. Despite this, it is possible to ask a curious programmer to implement this second type of effort in a few days. Fig. 3. Algorith in high level view of case ‘a’ (in Spanish version) V. FINAL DISCUSSION feedback to the students and the report for the Program. It The implementation of these two tools for the evaluation should be noted that the tool consists of: (i) a file that we will of two SO, which are evaluated differently, allows to show call the master file that contains the student data by groups and that they can be used to contribute to the development of their data for the mail; as well as the program (a specialized students through timely feedback. Both implementations were macro) that controls the process; and (ii) a file that is a done in the GSuite platform spreadsheet and supported by template for the assessment sheet (see Figure 4). In more detail programming using Google Script, which facilitated their it can be noted that: (i) from a list of students per working implementation without budget in case 'a' and with low budget group and a base template of the assessment sheet, the tool for case 'b'. creates a copy of the template and customizes it with the name of all the members of your working group (for self- and co- From the implementation, in the case of the Program, it evaluation); (ii) after the files are generated, a file sharing can be established that all the SO currently defined can be process is performed (for student access) and the link is managed through the same scheme as those developed. This obtained to incorporate it into an invitation email; (iii) the solution is not intended to constitute an information system, invitation emails are sent to the student to complete the but it does allow for the consolidation of an important practice questionnaire; (iv) once the questionnaire is completed, all the such as feedback and can establish the basis of what an responses are consolidated; and (v) the email is generated with information technology system should consider. the feedback for the students and the report for the Program. La retroalimentación es buena para los estudiantes y por The schematic structure of the individualized mail text is ello los profesores deben brindarla de manera continua y essentially similar to the above (see Figure 2). oportuna. En ese sentido, el software (Google Site u otros) IV. RESULTS constituye un importante soporte para que los profesores puedan lograrlo. The use of the tools developed was generally satisfactory and allowed, among other things: ACKNOWLEDGMENT • Provide timely feedback to students on the This work is supported by the Department of Engineering measurements. In particular, in case (a), during the first and School of Science and Engineering of Pontificia semester that this automation was applied, a fact Universidad Católica del Perú. occurred that reaffirms that feedback is used. On that occasion, first presentation was made during week 6, REFERENCES and the individual emails were sent to them. The [1] W. Harlen, Assessment & Inquiry-Based Science Education: Issues in second presentation was on week 9 and the students Policy and Practice. Trieste, Italy, 2013. showed improvement. However, there was some [2] K. Zimbardi et al., “Are they using my feedback? The extent of confusion and the mail was not sent. The week before students’ feedback use has a large impact on subsequent academic performance,” Assess. Eval. High. Educ., vol. 42, no. 4, pp. 625–644, the final presentation, several students requested that 2017. the mail be sent to them. This omission, this time [3] T. T. Wu and Y. T. Wu, “Applying project-based learning and [8] ICACIT, “Criterios de Acreditación Programas de Computación,” SCAMPER teaching strategies in engineering education to explore the 2019. influence of creativity on cognition, personal motivation, and [9] A. Wildgoose and S. Bakrania, “Development and implementation of personality traits,” Think. Ski. Creat., vol. 35, no. 100631, pp. 1–10, rapid feedback using a cloud-based assessment tool,” in IEEE Frontiers 2020. in Education Conference, FIE, 2017, pp. 1–6. [4] M. Cutumisu and D. L. Schwartz, “The impact of critical feedback [10] Y. Chaiyo and R. Nokham, “The effect of Kahoot, Quizizz and Google choice on students’ revision, performance, learning, and memory,” Forms on the student’s perception in the classrooms response system,” Comput. Human Behav., vol. 78, pp. 351–367, 2018. in 2nd Joint International Conference on Digital Arts, Media and [5] N. F. Jumaat, Z. Tasir, and Z. M. Ashari, “Project-based learning from Technology: Digital Economy for Sustainable Growth, ICDAMT, constructivism point of view,” Adv. Sci. Lett., vol. 23, no. 8, pp. 7904– 2017, pp. 178–182. 7906, 2017. [11] T. Kato, Y. Kambayashi, and Y. Kodama, “A report on the practice [6] K. Chinmay, M. Bernstein, and S. Klemmer, “PeerStudio: Rapid peer toward the self-regulatory learning using Google Forms,” in 5th feedback emphasizes revision and improves performance,” in Second International Congress on Advanced Applied Informatics, IIAI-AAI, (2015) ACM Conference on Learning@ Scale, 2015, pp. 75–84. 2016, pp. 332–335. [7] D. P. Leonard, J. O. Hallstrom, and M. Sitaraman, “Injecting rapid [12] E. F. Gehringer and W. T. Cross, “A suite of Google Services for daily feedback and collaborative reasoning in teaching specifications,” in course evaluation,” in 40th ASEE/IEEE Frontiers in Education 40th ACM Technical Symposium on Computer Science Education Conference, FIE, 2010, p. F4C:1-2. (SIGCSE’09), 2009, pp. 524–528.

ControlDroid: A m-learning platform to learn and teach control systems in technology and engineering

Jonathan Álvarez Ariza Hannsel Ricardo Neira Mercado Dept. of Technology in Electronics Dept. of Technology in Electronics Corporación Universitaria Minuto de Dios Corporación Universitaria Minuto de Dios (UNIMINUTO), Bogotá, Colombia (UNIMINUTO), Bogotá, Colombia [email protected] [email protected]

Abstract—In this paper, we describe the m-learning platform matic control or control systems. The platform has an Android ControlDroid, which allows the students to design and implement application in which the students can build different Algorithm SISO control systems with their smartphones or tablets. The Visualizations (AVs) through graphical blocks (Blocky) [2] platform is composed by an application in Android and a devel- opment board to connect sensors and actuators for the control to perform tasks as plant identification and implementation system. Regarding the application, the digital classic controllers of classic controllers such as Proportional (P), Proportional- (P, PI, PID) are built using the Google visual Tool Blockly that Integral (PI) and Proportional-Integral-Derivative (PID). Also, simplifies their implementation, focusing the attention of the data of the experiments can be exported in CVS format to students in the aspects of plant identification, simulation and further processing in software as MATLAB or SCILAB. Once design, instead of the algorithms needed in the implementation of a controller. To test the platform, we perform an experiment a student completes his/her control algorithm, this can be to control the velocity ω of the DC motor (EMG30) and we downloaded to a development board that employs a micro- expose the respective results in the manuscript. The concept of controller ATMEGA328P, using the Bluetooth Protocol with the platform represents a curricular transformation in the area of the feature Serial Port Profile (SPP). We have chosen the control systems, taking the advantage of the mobile devices and Bluetooth Protocol to prevent access problems to the platform offering the possibility to the students learn control systems in their homes without an expensive infrastructure, aspect that takes due to drivers’ compatibility in different versions of Android. more relevance given the current challenges of the education in For instance, some smartphones or tablets do not contain the the COVID-19 pandemic. feature USB OTG to connect devices, instead, Bluetooth is Index Terms—Control systems, m-learning, engineering edu- a concurrent technology between several Android versions, cation, algorithm visualizations, digital controllers. which makes more accessible the platform to the students. From an educational point of view, the platform is a proposal that takes into account the m-learning [3], [4] in I.INTRODUCTION where learning and learners are mobile, and the students can ontrol systems are usually a complex field in engineering draw on another spaces of learning in their homes or jobs C and technology because the students must have a set without excessive costs in the infrastructure. Regarding this of cognitive skills in math and physics in aspects such as last point, some initiatives are arisen, providing alternatives to simulating, modelling, identification and designing that could the students so as to explore and learn concepts in Control Sys- result overwhelming in some cases or even generate university tems such as plant identification, controller design, feedback or dropout [1]. In addition, control systems gather computing, stability, some of them employing (AVs) and MATLAB [5], signal conditioning and instrumentation. The matter becomes [6], [7]. So that, our interest is to complement these works more complex whether we consider the high costs of the with a m-learning platform that will be used in the courses of needed laboratory equipment for control systems, e.g., control control systems in our institution given the current situation plants, actuators, or controllers. Thus, students must move to of the higher education under the COVID-19 pandemic. the laboratories in their institutions to access to this equipment. According to the aforementioned, this work is divided as Aside these factors, students enrolled in engineering and follows: Section II describes the platform to technical level in technology programs claim for a renovation of the traditional the components of hardware and software. Section III shows curricula towards courses that considering, for example, the an experiment to control the velocity ω of the DC motor use of technologies and educational methodologies that result (EMG30) [8] carried-out with the platform. Finally, section IV more inclusive and allow to enhance their learning. Also, the and V outlines the discussion, conclusions and further work COVID-19 pandemic has represented a challenge to create of this proposal. and accelerate the incorporation of these methodologies and technologies in higher education. II.PLATFORM DESCRIPTION In order to contribute with proposals that address these matters, this investigation describes the platform ControlDroid A. Software and hardware components that has been designed to teach and learn Single-Input and The software interface of ControlDroid is an App compat- Single-Output (SISO) systems in introductory courses of auto- ible from Android 5.0 until android 10.0. This application

978-1-7281-7118-0/20/$31.00 ©2020 IEEE is composed by two layers, namely, User Interface (UI) and with the requirements of the compiler (AVR-GCC v.4.9) in its Application Framework that are depicted in Fig.(1). Android version known as andavr [9]. When a student creates his/her control algorithm selects User Interface (UI) in the application the Bluetooth name, afterwards, the algo- Compile rithm is compiled and downloaded through the feature Serial Blocks Pallete Bluetooth Open (Blockly) Selection Save Port Profile (SPP) that emulates a serial port to transfer the Plot code compiled (.hex file) towards the microcontroller, which Application Framework contains a bootloader to detect a new programming request

andavr STK500 GraphView from user. The application monitors the transaction of the code

Serial Port Profile (SPP) using the protocol STK500. A parallel function in the application is to plot. The students Programming Plotting can plot the results of their designed controllers, creating a visual algorithm to send the information, employing the Bootloader peripheral UART. The data are transferred to the Android Bluetooth Module (HC-05) library GraphView that allows to plot the data in real-time. UART Peripheral Data are saved in the folder of the application in .CVS format. Regarding the development board, it contains a microcon- troller ATMEGA328P. The board is equipped with Arduino I2C Ports (GPIO) Development Board connectors to the students plug in the sensors and actuators PWM ADC according to their needs and several pins to supply 5V and

Hardware Abstraction Layer (HAL) 3.3V. Moreover, the board has a Bluetooth Module (HC-05)

Towards actuators and From sensor and to program the microcontroller and transfer data of the control Control Plant conditioning process to plot in the application. (G(s),G(z)) (H(s),H(z))

Fig. 1. Software and hardware structure of ControlDroid. III.CONTROL SYSTEMS EXPERIMENTS In this section, it is shown an experiment to control de The UI employs Blockly for the different graphical blocks velocity ω of the proposed control plant (DC motor EMG30). that are distributed by categories as it is depicted in the Fig.(2). Also, we followed the steps that typically one student performs In addition, we have built a control category for the classic concerning the controller design and the usage of the platform. digital controllers (P, PI, PID) that have different parameters as set point, process scale, the constants (Kp,Ki,Kd), depending A. Identification on the type controller and the sensor input (H(s), H(z)). These elements allow the students to configure the type of In this stage, the student identifies the plant, applying a step classic controller according to the design parameters for the source that can change along the time. Although a DC motor control plant (G(s),G(z)). is a second order plant, for this motor, a first order model is an accurate approximation to simplify the controller design. Therefore, the student must recognize the parameters of K and τ according to the expression (1) in the Laplace domain (s). K G(s) = (1) τs + 1 To identify these parameters, the student can build the following algorithm that changes the duty cycle (k) of a PWM signal with f ≈ 1KHz.

Fig. 2. User Interface of ControlDroid. Left. Blocks palette. Center. Working area. Top. User menu and code visualization button.

To meet with the previous requirements, the core of Blockly was modified, adding new additional blocks for different Fig. 3. Visual Algorithm to control the PWM peripheral in the process of functions such as port configuration, Pulse Width Modulation plant identification. (PWM) or Analog to Digital Converter (ADC). Each block was transformed in C language and tested in the used microcon- The EMG30 motor contains a quadrature encoder that troller in the development board (ATMEGA328p), complying produces 360 pulses per revolution with a rated speed of 170 rpm to 12V according to the specifications provided by the B. Controller design manufacturer. We designed a Printed Circuit Board (PCB) with There are several techniques to design a controller (P, PI, the linear frequency to voltage converter LM331, which is PID) as root locus, pole location, space state, analytical, etc., interfaced with the development board as it is illustrated in that are taught in control systems. In this paper, we chose the Fig.(4). The gain of this device with its conditioning for the analytical technique and the PI controller, but professors or experiment considering the frequency of the PWM f = 1KHz instructors can select the method and controller that consider is H(s) = 0.01496. adequate to experiment with the platform. In function of the identified parameters K and τ, we want a desired plant, starting in the Laplace domain (s) with a settling time (ts = 0.5sec) and a Percentage Overshoot (PO) of 2%. The desired plant G (s) is described by Eq.(2) with t = 4 and the PO = d s ζωn − √ζωn 1−ζ2 100·e . These equations yield to ζ = 0.7798 and ωn = rad 10.26 sec .

ω2 105.3 n (2) Gd(s) = 2 2 = 2 s + 2ζωns + ωn s + 16s + 105.3 To design the controller, we followed the SISO control struc- ture shown in Fig.(6).

Fig. 4. Low-cost control system experiment setup. 1. EMG30 Motor, 2. + E(s) Cout(s) R(s) C(s) G(s) Y (s) LM331 board, 3. ControlDroid board. – (ω)

Because the major part of the students do not have an oscilloscope in their homes, the application has a plotter to H(s) solve this problem. The plotter captures the data through the 10-bit Analog to Digital Converter (ADC) peripheral Fig. 6. Control block diagram for the experiment. Control Plant G(s), of the microcontroller with a preconfigured sample time of controller C(s), sensor and conditioning H(s), reference R(s), control output process Y (s). Ts = 10ms, that can be changed by the student directly in the menu of the application with a minimum of T = 1ms s The reduction of this control system is Y (s) = C(s)·G(s) . and a processing time by the plotter of 2.5ms. An example of R(s) 1+C(s)·H(s) The PI control in the Laplace domain can be expressed as the graph generated by the algorithm of Fig.(3) and saved in Cout(s) KP (s+a) Ki = where a = , E(s) is the error and Ki .CVS format is illustrated as follows: E(s) s KP y Kp are the integral and proportional constants, respectively. In the analytical method, we want to approximate the poles of the control system reduction to the desired plant in (2), in this way, replacing the previous expressions in the mentioned reduction, we have:

Y (s) 1308 · Kp(s + a) = 2 (3) R(s) s + 7.692 · (1 + 2.5435 · Kp) + 19.57 · Kp · a

The expression (3) yields to the values Kp = 0.4345,Ki = 5.52. Due to that the digital controllers in the application are implemented through difference equations, the PI con- troller in Laplace domain must be converted in Z domain, using a method such as Zero-Order Hold (ZOH) or bilinear transformation (Tustin). These methods can be taught to the students in MATLAB or SCILAB, e.g., employing the com- Cout(s) 0.4345(s+12.7) mand c2d. Thus, the PI controller E(s) = s Fig. 5. Control Plant G(s) step response for the algorithm of Fig.(3) produced can be mapped in Z domain using the method ZOH and a 1 by the plotter in .CVS format. Vmotor = 12V . sampling time Ts = 10 · τ = 0.013sec, given as a result Cout(z) 0.436z−0.363 E(z) = z−1 . Transforming the previous expression When the DC motor has a maximum velocity (170 rpm), to a difference equation, yield to cout(kT ) = 0.436 · e(kT ) − the LM331 board provides a voltage of 2.48V (ADC=508) and 0.363·e(kT −1)+cout(kT −1), where cout(kT ) is the output 0 rpm correspond to 0V (ADC=0). The student can recognize of the controller and e(kT ) is the error. This type of equation the parameters of the plant as τ = 0.13sec and K = 170, is implemented for the PI controller and a similar structure for approximately. the PID controller. C. Controller implementation to see the respective code, he/she can press the button see To implement the PI controller, the student uses the block code (C language). The flexibility of the platform allows the Control PI available in the category Control of the application students to use their tables or smartphones to understand the blocks. The algorithm has the following structure: concepts of control systems. Furthermore, the low-cost kit with the elements of the Table.(I) can help to the students to learn control systems without an expensive infrastructure. Information about the platform ControlDroid can be found in [10].

TABLE I COSTSOFTHECONTROLSYSTEMSKIT.

Component Quantity Cost (USD) EMG30 (DC motor) 1 38 LM331 board 1 15 ControlDroid development board 1 25 DC adapter (12V, 1.5A) 1 4 Wires 10 2 Total ($) - 84

V. CONCLUSIONS Fig. 7. Control algorithm for the PI Controller, Kp = 0.4345,Ki = 5.52, a = 0.3628, Setpoint (140 rpm), ADC channel (7). In this work, we described the platform ControlDroid which is focused on the students learn control systems using their The difference equation needs the value of Kp and a to smartphones or tablets. The concept of the platform represents implement the controller. Additionally, the student must set a curricular reflection, considering the current context of the up some parameters such as setpoint, sensor and the process COVID-19 pandemic, the technology and the implications scale that adjusts the reference in rpm to the value of voltage that they can have in engineering and technology education, to be processed by the controller. The sensor in this case is specifically, in the curricula of Control Systems. With the composed by the encoder, the LM331 and its conditioning, proposed low-cost kit and the platform students can perform which is reading by the ADC in the channel (0 to 7) that the different experiments in their homes to learn the concepts student selects. Then, the controller output is sent to the block of control systems without an expensive infrastructure and OC1 that changes the duty cycle of the PWM signal for the equipment. Further work will consist in validate and assess the DC motor as described. educational implications of the platform usage in the learning of the students. Also, new graphical blocks to extend the functionalities and types of the controllers will be added.

REFERENCES [1] O. I. Higuera Martínez et al., “Deserción estudiantil en colombia y los programas de ingeniería de la uptc seccional sogamoso,” 2017. [2] E. Pasternak, R. Fenichel, and A. N. Marshall, “Tips for creating a block language with blockly,” in 2017 IEEE Blocks and Beyond Workshop (B&B). IEEE, 2017, pp. 21–24. [3] M. Sarrab, L. Elgamel, and H. Aldabbas, “Mobile learning (m-learning) and educational environments,” International journal of distributed and parallel systems, vol. 3, no. 4, p. 31, 2012. [4] J. Traxler, “Defining mobile learning,” in IADIS International Confer- ence Mobile Learning, 2005, pp. 261–266. [5] V. Viswanatha and R. V. S. Reddy, “Digital control of buck converter Fig. 8. Control system step response provided by the plotter with the PI using arduino microcontroller for low power applications,” in 2017 controller. Setpoint (140 rpm). International Conference On Smart Technologies For Smart Nation (SmartTechCon). IEEE, 2017, pp. 439–443. [6] R. M. Reck and R. S. Sreenivas, “Developing an affordable and portable control systems laboratory kit with a raspberry pi,” Electronics, vol. 5, IV. DISCUSSION no. 3, p. 36, 2016. In the development of the control system, we followed [7] D. Weintrop, D. C. Shepherd, P. Francis, and D. Franklin, “Blockly goes to work: Block-based programming for industrial robots,” in 2017 IEEE the steps that one student can perform in control systems. Blocks and Beyond Workshop (B&B). IEEE, 2017, pp. 29–36. However, the platform is flexible to allow different types of [8] Robot-Electronics. (2020) EMG30 motor specifications. [Online]. approaches to design a controller because it helps with the Available: https://www.robot-electronics.co.uk/htm/emg30.htm [9] (2020) Android AVR compiler specifications. [Online]. Available: steps of plant identification and controller implementation, https://code.google.com/archive/p/andavr/ focusing the attention of the students in the analysis of [10] (2020) ControlDroid specifications. [Online]. Available: http://www. the control system. The platform uses graphical blocks that seconlearning.com/WikiDokuControlDroid/doku.php?id=inicio [11] D. Galán, L. de la Torre, S. Dormido, R. Heradio, and F. Esquembre, serve to build a Visual Algorithm (VA), which is converted “Blockly experiments for ejss laboratories,” in 2017 4th Experiment@ to C language for the microcontroller. If the student wants International Conference (exp. at’17). IEEE, 2017, pp. 139–140. Assessment and Evaluation of Student Competences in Virtual Mode Adopting the ICACIT International Accreditation Model

Gabriel Tirado-Mendoza Eduardo Reyes Martinez Ronald Dueñas Perez Facultad de Ingeniería Facultad de Ingeniería Facultad de Ingeniería Universidad Privada del Norte Universidad Privada del Norte Universidad Privada del Norte Lima, Perú Lima, Perú Lima, Perú [email protected] [email protected] [email protected]

Abstract— Currently the Computer Systems Engineering designed and developed for the thematic axis and what is program of a university based in Lima, began its accreditation described in the performance indicator of the student's result and continuous improvement process by the international to be measured [6]. In this sense, a fundamental aspect in this accreditation agency ICACIT. For which, it requires measuring research will be to maintain the alignment of achievements and evaluating in the computer architecture course the results that are sought at the end of the semester, regarding the form of the student A, C, E and K. Being necessary to establish a of teaching-learning and the respective measurements. systemic process and the respective tools. However, given the current context that prevents the attendance of students and The university currently has national and international professors to universities in Peru; it was necessary to implement recognitions that demonstrate the academic quality provided the flipped class approach for remote learning sessions, aligned to students in the various professional training programs [1]. with the achievement of the general competencies of the 2.0 All the achievements to date are supported by the university's educational model of the university. Obtaining as result of the quality management system, which are shown in the graph in methodology applied in 5 phases, the following levels of Fig. 1. achievement in each result: A = 74%, B = 68%, E = 68%, K = 74%. Concluding, that the level of achievement reached by the students is adequate and that the method is optimal to easily measure and evaluate the progress of the students, through rubrics designed for data collection and evaluation tools.

Keywords— accreditation, measurement, evaluation

I. INTRODUCTION In the global context of the Corona Virus (COVID-19) pandemic, which affects the education sector in various countries, as it forces social distancing. In Peru, the attendance of university students to higher education centers has been restricted, changing the modality of learning, measurement and evaluation of the levels of achievement of the results of the students offered by the programs in the universities Fig. 1. Achievements of academic quality and services. seeking accreditation . In this situation, the Computer Systems Engineering program presented the need to establish a The program has as educational objectives (EO) that systemic process and the respective tools. For which it is graduates after a few years achieve: necessary to implement the inverted class approach for remote • learning sessions, aligning the instruments based on the EO1: Participate in different levels of software general competencies of the 2.0 educational model of the engineering and / or computer science projects, university. supported by information technologies. Regarding the aforementioned lines, it is important to • EO2: Successfully participate individually and as a consider two factors that have a direct impact on the process team in different projects using good practices, of measurement and evaluation of student achievement; The norms and standards specific to computer science, first consists of determining an ideal learning approach with software engineering and information technologies. the profile of the students, the role of the teachers, the • EO3: Being a citizen who operates in their work competencies or results of the course and the tools that allow context respecting the standards of the profession the respective measurement and evaluation to be carried out. based on ethical criteria. In this sense, the teaching approach applied in the 2020-I semester, in the Computer Architecture course oriented to the • EO4: Be continuously updated in their professional non-face-to-face modality, having to maintain the expected development, through specialization studies. academic quality is the inverted class approach [4]. Achieving that students are able to reflect on the knowledge acquired, In search of academic excellence and continuous forming critical and creative thinking, among other improvement of the achievement of the competencies of the specialized skills in the profession [5]. students of the computer systems engineering program, it has been decided to adopt the ICACIT model for student results As a second factor, we refer that for the measurement and accreditation. International accrediting agency specialized in evaluation process, appropriate instruments and tools must be professional training program in computing, engineering,

978-1-7281-7118-0/20/$31.00 ©2020 IEEE engineering technology, architecture and science. That facilitator. Additionally, the student's profile is available as promotes the continuous improvement of the educational shown in Fig. 4. quality of the programs, guaranteeing that they comply with the highest international standards that guarantee that graduates are ready to practice their profession. Currently being a signatory member of the Washington agreement, and the first accrediting agency in Latin America to be a member of the European Accreditation Network for Engineering

Education - ENAEE. [2]

II. METHODOLOGY

The methodology developed in this research is divided into 5 phases as shown in Fig. 2. Fig. 4. Student profile - co-creation stage. Phase 1 Decide the stage of the student vs. the B. Phase 2: Identify course competencies course. Next, the course competencies are identified which are aligned with the results student of the ICACIT; It is important to mention that there is an initial strategic process that Identify course competencies. Phase 2 determines the courses, results and levels of achievement to evaluate the progress of students, according to the stages of

the aforementioned educational model, which is in charge of

Establish the learning session. the Program Quality Committee; being the competences of Phase 3 the course:

General Competences: • Phase 4 Prepare measurement rubrics. Social Intelligence: Develops a message that is consistent with the people with whom it interacts through various means, regulating their emotions

and strengthening the relationship and mutual Phase 5 Develop tools for evaluating results. learning.

• Fig. 2. Methodological sequence. Problem Solving: Design and implement solutions in an innovative and entrepreneurial way that adds value to the process, service or product and A. Phase 1: Decide the stage of the student vs. the course. evaluates its impact. To determine the stage the student is in regarding the course according to the 2.0 educational model, it will be Specific Competences: necessary to use the syllable of the course as a guiding document; in which the cycle of study and the competences Student Results (RE) for the to be developed by the students are indicated, as presented in Computer Architecture course A, C, Fig. 3. E, K.

A: Engineering knowledge. C: Design and development of solutions. E: Problem analysis. K: Modern tool usage.

Fig. 5. Student result. Source: ICACIT

C. Phase 3:Establish the learning sessions To establish the learning session, we have strategically used the application of the systemic review methodology PRISMA (Preferred Reporting Items for Systematic reviews and Meta-Analyzes) regarding active teaching approaches [3]. 33 original articles published in indexed scientific databases out of a total of 77 articles were reviewed, in English and Spanish, between the years 2017 and 2020.

Fig. 3. Educational Model. Adapting the effectiveness of the method called Flipped Learning, which considers factors such as motivation by of The Computer Architecture course is in cycle 6; then the the teacher, the guided exploration of multiple resources student is in the co-creation stage and the professor will be a worked on by the students [7], the development of research papers, moments of debate and reflection [8]; as well as oral E. Fase 5: Develop tools for evaluating results exposure within the evaluations [9]. Considering the above, the Flipped Learning model was established with the strategy of the moments of the learning session [10], which allows achieving the course competencies in the virtual mode; as presented in Fig. 6. All this is based on 16 field works that are part of the final project of the course, which includes the simulation process that must be exposed in teams of students, accompanied by a report and the Oral presentation, using the simulation tool, to explain the design, programming and operation.

Fig. 8. Course results evaluation tool.

Fig. 6. Learning session structure. III. RESULTS D. Phase 4:Make measurement rulers Next, we present the achievements achieved in each Data collection will be obtained by applying a rubric for competition of the Computer Architecture course, specifying each student result, Fig. 7; maintaining alignment with the that the result of student “A” has been presented in Fig. 8. competencies that are sought to be achieved; however, this is Continuing with results C, E and K, in Fig. 9. shown below: a sequential and progressive training process. In which, the measurements have been applied for each activity developed during the learning sessions.

Fig. 7. Student outcome evaluation rubric. On the other hand, for the elaboration of the measurements made, the scores on the vigesimal scale are not determined. And we use the assessment collected through headings A, C, E and K. For which it is important to take into account that the planned activities help to show all the criteria and levels of achievement; which must be monitored every semester, to compare the variation in different groups.

Finally, in the case of the evaluation tool, it provides us with a non-complex and effective assessment scale that allows us to decide for each competency, depending on the

improvement actions to be applied in the course. With this it checks an ideal development of all the phases; which can be used as a base methodology by other engineering programs.

ACKNOWLEDGMENT The authors thank the Directorate for Educational Quality, the Directorate of Research and the Faculty of Engineering of Fig. 9. Competency Assessment E, C, K. the University for the support provided in the training of the Obtaining as result of the methodology applied in 5 Prisma methodology and the facilities of hours dedicated to phases, the following levels of achievement in each result: A the fulfillment of research activities. = 74%, B = 68%, E = 68%, K = 74%. Concluding, that the level of achievement reached by the students is adequate and REFERENCES that the method is optimal to easily measure and evaluate the [1] LAURATE, «Criteria for accrediting engineering program, 2018,» 19 progress of the students, through rubrics designed for data 07 2020. [En línea]. Available: https://www.laureate.net/es/about- laureate/. collection and evaluation tools. [2] ICACIT, «Criteria for accrediting engineering program,» 2020. [En línea]. Available: http://www.icacit.org.pe/web/icacit/sobre-icacit.html. ISCUSSION IV. D [Último acceso: 12 07 2020]. In this research, he confirms that the methodology [3] J. Aristizabal-Almanza, A. Ramos-Monobe, and V. Chirino-Barceló, developed is adequate for obtaining student results efficiently. “Active Learning to Develop Motor Skills and Teamwork”, REE, vol. For which it is important that there is correct alignment 22, no. 1, pp. 1-26, Jan. 2018. between the competences, the student stage, the measurement [4] V. Jesús, N. Walter, R. Avid, T. Gabriel, L. David y A. Laberiano, «Influence of the Implementation of the Flipped Classroom Pedagogical rubrics and the assessment instruments. Otherwise, Model in Networks and Data Communications Courses in First disorientation or isolated analysis may produce erroneous Generation University Students,» de IEEE World Conference on results. Likewise, the evaluation and impact that the Flipped Engineering Education, Lima, 2019. Learning approach causes in the achievement of competences [5] R. Espinoza, «National Distance Education University (UNED) and the virtualization of its academic offer. a rational analysis of its is recognized, not determining in this research initial factors implementation,» Revista Electronica Educare, vol. 21, nº 3, 2017. such as age dependency or skillings of digital tools. Being able [6] I. Salcines, E. Cifrián, N. González y J. Viguri, «Estudio de caso sobre to maintain the performance of the expected learning las percepciones de los estudiantes respecto al modelo Flipped achievements. Classroom en asignaturas de ingenieria. Diseno e implementacion de un cuestionario/Case study about the student perceptions of the Flipped The application of the inverted class methodology for Classroom model in engineering,» Complutense de Edcación, vol. 31, university students in the virtual methodology; it allows the nº 1, pp. 25-34, 2020. improvement of the learning achievement and by [7] E. Sanchez, J. Sáchez y J. Ruiz, «Percepción del alumnado universitario respecto al modelo pedagógico de clase invertida,» Magis. Revista specification the formation of the general and specific Internacional de Investigación en Educación, vol. 11, nº 23, pp. 151-160, competences of the professionals, sometimes this 2019. methodology. Taking advantage of the development of [8] S. Mengual, J. López, A. Fuentes y S. Pozo, «Structural model of asynchronous and synchronous activities. The final work of influential extrinsic factors in flipped learning,» Educacion XXI, vol. the course must be accompanied by partial activities that can 23, nº 2, pp. 75-101, 2020. be united and exposed as a final project in teams; This allows [9] G. Urrútia y X. Bonfill, «Una propuesta para mejorar la publicación de revisiones sistemáticas y meta-análisis. Medicina Clínica,» Declaración evidence of the achievement of complex competencies to PRISMA, vol. 135, nº 11, pp. 507-511, 2010. demonstrate in a virtual way, stories such as social [10] W. Alvarez, H. Santamaria y M. Rico, «Flipped classroom and problem- intelligence and the use of modern tools, in addition to project based-learning in higher education,» de International Conference on reports, establishing oral exposition through the use of Information Systems and Computer Science, Quito, 2017. simulation software. It is important to consider pre-work [11] L. Chávez, A. Madrid, M. Aldana, L. Quinde y M. Zapata, «Proceso de medición para la Facultad de Ingeniería basado en el Modelo de sessions to feed back to teams before and after exposure. Acreditación ICACIT,» de XVI LACCEI INTERNATIONAL MULTI- CONFERENCE., Lima, 2018.

Smart Campus as a learning platform for Industry 4.0 and IoT ready students in higher education

Eiriku Yamao Norma Leon Lescano Laboratorio de Investigación de Software y Tecnologias Laboratorio de Investigación de Software y Tecnologias Interactivas - LABSTI Interactivas - LABSTI Universidad de San Martín de Porres Universidad de San Martín de Porres Lima, Perú Lima, Perú [email protected] [email protected]

Abstract—Industry 4.0 and its key component, Internet of graduates, and ease of life inside a university campus via IT Things (IoT), presents a new challenge for Higher education services in academics, social interaction, office management, Institutions to train future professionals to develop and support energy saving, etc. [5]. systems based on these technologies. This article presents the results of a project-based Industry 4.0 and IoT course using the According to [6], a Smart campus uses similar service to a smart campus as a platform for students to present creative smart city, adapted to a university with some differences: solutions to scenarios present inside the university campus. The • Size: given the smaller size of a university campus, ease of access to persons in charge of the processes on campus is helpful for students. Finally, the projects were presented in a there are fewer devices and networking complexities fair with great reception. A project-based course is a positive than in a smart city and motivating experience to showcase the knowledge gained in • Infrastructure Management: One entity manages all previous courses. buildings and related elements (the university), with cities, space is occupied by private buildings, making Keywords—Industry 4.0, Internet of Things, Smart Campus, Higher education, Project-based learning certain deployment difficult. • Homogeneity: the university can enforce th2e use of I. INTRODUCTION similar technologies and architecture for the whole The fourth industrial revolution, also known as Industry campus. 4.0, is ongoing. One of the key characteristics of Industry 4.0 is the cyber-physical systems (CPS) integrating multiple From a technological standpoint, smart cities and smart processes as they communicate using modern technologies, campuses require similar IT infrastructures like IoT, cloud mainly the Internet. Key technologies and fields related to computing and reliable long-distance communication industry 4.0 include cloud computing, Internet of things (IoT), covering thousands of square meters [6]. Key technologies big data and analytics/machine learning, mobile computing, used in previous studies include: Radio-frequency and 3D user interfaces with augmented reality (AR) and Identification (RFID), Internet of Things (IoT), Cloud virtual reality (VR). Higher education institutions have to train Computing, 3D visualization technology, Augmented Reality, future professionals qualified to push forward this revolution, Sensor Technology, Mobile technology and Web service [5]. with an understanding of the theoretical and practical aspects Technologies such as IoT are trending in the industry, of Industry 4.0, experienced in collecting and processing real- becoming an important part of the know-how gained by time data and using sensor systems [1], [2]. students. IoT systems include many aspects of modern Cities play an important economic, social and computing such as embedded systems, networking, client- environmental role worldwide. The constant growth of urban server architecture, cloud services, service-oriented areas, reaching over 50% of the total population and still architectures, and human-computer interaction. There is great growing, presents new challenges to ensure sustainability and value in adding IoT components and courses into a computer increase the quality of life of their inhabitants. There is no and information science curriculum, allowing students to exact definition of what makes up a smart city but overall, is connect their creativity into an array of domains [7]. the use of modern technologies to improve domains such as This study presents the experience of a project-based buildings, energy, water management, waste management, course in which students create and develop systems and mobility, logistics, education, culture, policy innovations, applications inside a smart campus which serves as a platform social inclusion and government [3]. to test their knowledge and experience from previous courses.

The six characteristics of a smart city are Smart Economy, II. RELATED WORKS Smart People, Smart Governance, Smart Mobility, Smart Environment, Smart Living. A smart city is “a city In [8], the authors present a framework of a problem-based performing in a forward-looking way in these six course using IoT is along with a framework for assessing such characteristics, built on the ‘smart’ combination of courses. The students are tasked to identify problems in an endowments and activities of self-decisive, independent and existing greenhouse and develop an IoT based solution. aware citizens” [4]. Students could decide over the specific of each project such as scope and technology (micro-controller, sensors and other The smart campus is an effort by universities to integrate components). Weekly milestones will guide progress, with advanced technologies to improve performance, quality of

978-1-7281-7118-0/20/$31.00 ©2020 IEEE two final milestones, creating a tutorial to replicate a similar TABLE I. SUMMARY OF COURSE PROJECTS project and a demonstration of the final prototype to Project Name Description instructors, peers and guests. Use of VR to navigate a 3D version of the Virtual Campus [9] presents an IoT course for CS undergraduates. The university campus. A VR simulation of physics lab and its Virtual Laboratory course teaches general topics related to IoT: Hardware equipment. platforms, programming, network protocols, and cloud Augmented AR enhancement for Industrial Engineering labs. computing. In the last week, students are tasked to create, Laboratory RFID and Biometric recognition for book design, and build a unique project-based on their ideas. The Smart Library hands-on lab activities serve as a motivator for student lending Interaction via smartphone with sensor-equipped learning, and the open-ended student project allows creative MascoMacetas flowerpots working as pets for a more eco- (Pet Flowerpot) thinking and motivates them to search for new skills. friendly campus. Smart campus In [10], using IoT and Industry 4.0 as a topic for a Project- Smart touring app for campus visitors. tour guide Based Learning course allows carrying a complete project, Establishment of a base network for long-range LoRa WAN Network integrating different subjects and tools. Students must develop communication. a project for an existing urban garden using Industry 4.0 related technologies, such as IoT, to automate the data collection and processing tasks. As with any new course, some Contents for each week is displayed in table 2. The first difficulties regarding the ability of students to learn two weeks are used to create and validate the ideas using tools autonomously and the results of the projects were lackluster such as Storytelling, prototypes, interview, design thinking, being just acceptable. The impact of the course on the empathy map, shadowing. The proposal is then presented to motivation and satisfaction of the students was positive, the client (s) for revision and approval. developing real projects in the field had a large impact on the Roles and responsibilities for each team member are also achievement of learning objectives. established during this time. Most teams selected SCRUM as [11] takes a systems engineering approach to present two a methodology given their familiarity from previous courses. IoT related courses. The first is a general course for a diverse The project leader, Product Owner, Scrum Master and audience and the second a more specialized course for a MSc DevOps team members were selected for each team based on program in software engineering. Topics required to be knowledge/experience/familiarity with the technical aspects covered in a general IoT course are too diverse and difficult to of each project. teach everything in one course. The authors instead Once the product backlog is defined for each project, the recommend taking a project-based learning approach, where proposal for the base architecture and the technological specific topics are taught using miniature models of systems aspects is established. Tasks for each sprint is defined by each as an example. Also, they believe that the future IoT team and Microsoft Azure DevOps Services serves as a professional is not a programmer or a software engineer, but a integration and implementation platform. KPI dashboard, GIT systems engineer capable of integrating all these different repository, testing tools and a WIKI for documentation is components of an IoT system. configured. Sprint retrospective and updates to the product backlog is performed after each sprint. III. SMART CAMPUS AS A LEARNING PLATFORM

Project Workshop is a course of Escuela Profesional de TABLE II. COURSE CONTENT FOR EACH WEEK Ingenieria de Computacion y Sistemas of the Engineering and Architecture Faculty of San Martin de Porres University. It is Week Description Select team members, presentation of course 1 aimed for junior students as a project-based, hands-on course methodology. Start of Design thinking for developing the capstone project. Develop mepathy map, person map, stakeholder 2 - 3 map, customer journey map, user journey map, In 2019, the course is improved to include current Poitn of view, how might we, affinity diagram. technological trends such as IoT, 3D User interfaces (VR, End of design thinking phase with the validation AR), and 3D printing and new methodologies such as Design 4 of the solution idea, story board and product Thinking and DevOps is considered. backlog. Configuration of CI and CD platform. Most of these technologies are included as part of Industry 5 Start of daily scrum. Execution of sprints Sprint activity execution. CI and CD. Inspection 4.0, from which smart cities, and its smaller iteration applied 6 - 7 to universities, smart campus, was selected as a platform to and adaptation propose and develop projects for improving quality of life for 8 Mid-term exam. Evaluation of the project so far. students, teaching, and administrative staff. Presentation of the first product. Start of second 9 sprint. Activities in week 10 throught 15 are Ideas and proposals of projects came from mainly two recursive, depending of the project. sources: Completion of sprint activities. Revision of 10 - 12 iteration overload. Revision of change • Teaching and administrative staff seeking new and integration.Revision of defects better ways for their activities. 13 Project control process execution • Students themselves presenting a solution to issues 14 Internal test results validation (team members) they encounter in day-to-day life inside the campus. 15 External test results validation (clients) The list of projects can be seen on table 1. 16 In class presentation of each project.

17 Final Exam – Presentation in a project fair The course instructor plays the role of adviser and The key advantages of having a smart campus as the main observer of each group. The team is self-managed and has subject and platform of the projects are the general availability daily meetings 15-minute through a virtual platform. A and ease of access for a consultation to the clients. Previously, weekly meeting with each group is scheduled as a follow-up projects were based on businesses and companies that the on their milestones/deliverables and tasks set for each team student had some form of access (usually via a family member member. The KANBAN panel was used within a DevOps tool or the students themselves), which presented some issues like for continuous integration and the Microsoft Teams tool the students spending many hours making a visit or the repository for documentation. Big data repository and difficulty for the professor to do a follow-up if the clients integration with management systems is done through cloud liked/accepted their final product. services. Example of usage of the tools in one of the projects is shown in Fig. 1. Every presentation is graded mainly as a Finally, the projects are presented at the end of the way to keep motivated and committed the students to their semester in an open fair where peers, university staff, graduate projects. Additionally, a list of contact information and students, local high schools and businesses, and student’s availability of other professors, faculty members and family members were invited. Each team must have ready the laboratory is handed to the students in case they need final product of their project and posters, flyers, and/or any other element they might consider. This Fair is also the last assistance with some technical aspects of their projects such as 3D printing their prototypes or guidance about how to use component of the grading for this course. The evaluation is on a specific device/sensor, given that the students are from a presentation skills and the ability to sell their products to computing major and their skills in some areas like electronics people of different ages and backgrounds. are limited. IV. RESULTS AND DISCUSSION The course has 14 academic hours, with four (4) non- A project-based learning approach is a great way for junior lecture hours. Those four hours are for the daily scrum (a students to showcase the knowledge gained in previous daily, 15 minutes meeting for the team) and to research and courses and apply them in a complex, integrating learn about topics or technology necessary for the completion environment. It also forces them to ask and search for topics of the project. Specialists inside the faculty can be reached for they are not very familiar with but are necessary for the a quick tutorial on the topic, and additional materials to study completion of their tasks and projects, training their capacity are given to the students. Afterward, they are required to create of self-learning. The participation of the students in a more a guide and/or a video tutorial to be presented to the rest of the realistic project also makes them take notice of the importance class. These materials are also available for students of the of values like responsibility or punctuality, given that missing next semester. their task means they are not only failing themselves but the whole team. Most of the teams met their milestones in time, making a great demonstration of their prototype in the open fair. A survey was taken near the end of each semester to evaluate and to improve or fix any issues the students felt as troublesome about the course. A summary of survey results before (semester 2018-II) and after (2019-I and 2019-II) the changes are shown in Table 3. The reception of the course by the students has been overall very positive. The average score of the survey and the level of acceptance of the methodology improved in each semester, with only the 5% of students disagreeing with the course methodology in the last semester, showing that the changes to the course is well received. Also,

TABLE III. SUMMARY OF COURSE SURVEY Semester item 2018-II 2019-I 2019-II Students enrolled 30 36 37 Average Score 3 3.5 4.0 (Max. 5) Disagrees with 30% 20% 5% the methodology Neutral about the 40% 30% 25% methodology Agrees with the 30% 50% 70% methodology 100% (Azure, Use of cloud as 0% 100% (Azure) google and platform AWS) Use of Azure 0% (Every DevOps for project on 100% 100% integration and GitHub) deployment Fig. 1. Example of progress in one of the projects (MascoMacetas) the nature of the negative comments in the survey have shifted [3] V. Albino, U. Berardi, and R. M. Dangelico, “Smart Cities: Definitions, from “… the course is too difficult and time-consuming…” or Dimensions, Performance, and Initiatives,” J. Urban Technol., vol. 22, “You need luck and be assigned with good teammates to get no. 1, pp. 3–21, Jan. 2015, doi: 10.1080/10630732.2014.942092. [4] R. Giffinger, C. Fertner, H. Kramar, R. Kalasek, N. Milanović, and E. good grades…” to more acceptable ones like: “The free cloud Meijers, Smart cities - Ranking of European medium-sized cities. 2007. resource run out too quickly”, “I don’t want to spend money [5] W. Muhamad, N. B. Kurniawan, Suhardi, and S. Yazid, “Smart campus purchasing additional hardware… the university should give features, technologies, and applications: A systematic literature us everything”, “… and the WiFi is bad in campus…” and review,” in 2017 International Conference on Information Technology “The cost of cloud platform scales too quickly… it’s hard on Systems and Innovation (ICITSI), Oct. 2017, pp. 384–391, doi: those who work to pay their university fees”. 10.1109/ICITSI.2017.8267975. [6] T. M. Fernández-Caramés and P. Fraga-Lamas, “Towards Next A small group of the students struggled in the first Generation Teaching, Learning, and Context-Aware Applications for semester of 2019, where the changes to use the smart campus Higher Education: A Review on Blockchain, IoT, Fog and Edge as a platform were first introduced. Some expected a more Computing Enabled Smart Campuses and Universities,” Appl. Sci., vol. traditional course where the content to study and learn is given 9, no. 21, p. 4479, Oct. 2019, doi: 10.3390/app9214479. by the instructor, not being able to adapt to the model in which [7] B. Burd et al., “Courses, Content, and Tools for Internet of Things in Computer Science Education,” in Proceedings of the 2017 ITiCSE identifying and searching for the knowledge/skill necessary to Conference on Working Group Reports - ITiCSE-WGR ’17, Bologna, complete the tasks is their responsibility. Others started slowly Italy, 2017, pp. 125–139, doi: 10.1145/3174781.3174788. on their project, not taking too seriously the course and trying [8] H. Maenpaa, S. Varjonen, A. Hellas, S. Tarkoma, and T. Mannisto, to catch-up with the other groups for the rest of the semester. “Assessing IOT Projects in University Education - A Framework for These issues were mostly fixed by the second semester of Problem-Based Learning,” in 2017 IEEE/ACM 39th International 2019, where the new students already knew exactly what the Conference on Software Engineering: Software Engineering Education and Training Track (ICSE-SEET), Buenos Aires, May 2017, course asked and how much time it expects the student to pp. 37–46, doi: 10.1109/ICSE-SEET.2017.6. spend outside of class hours from word of mouth of students [9] S. J. Lee, A. Jung, and M. Yun, “Creative Internet of Things (IoT) for of the previous semester. Undergraduates,” in 2019 14th International Conference on Computer Science & Education (ICCSE), Toronto, ON, Canada, Aug. 2019, pp. Also, a network problem surfaced during the first 567–572, doi: 10.1109/ICCSE.2019.8845363. semester. As a security measure for the open Wi-Fi network [10] J. Hormigo and A. Rodríguez, “Designing a Project for Learning on campus, many ports including MQTT, a common Industry 4.0 by Applying IoT to Urban Garden,” IEEE Rev. Iberoam. communication protocol used in IoT projects, is blocked; also, Tecnol. Aprendiz., vol. 14, no. 2, pp. 58–65, May 2019, doi: there were some places where the Wi-Fi signal was weak, 10.1109/RITA.2019.2922857. given that some testing was made in a low transit area. Some [11] N. Silvis-Cividjian, “Teaching Internet of Things (IoT) Literacy: A workarounds to surpass these obstacles were needed and in the Systems Engineering Approach,” in 2019 IEEE/ACM 41st International Conference on Software Engineering: Software second semester, one of the new projects proposed by the Engineering Education and Training (ICSE-SEET), Montreal, QC, teaching staff was to establish a LoRa WAN network inside Canada, May 2019, pp. 50–61, doi: 10.1109/ICSE-SEET.2019.00014. the campus, to be used mainly for places where the Wi-Fi problem is still present.

V. CONCLUSIONS Preparing students to face the challenges of the new industrial revolution, Industry 4.0, and one of its main technological components, IoT, is not an easy task, given the wide array of topics covered to grasp the general concepts and skills needed to develop and maintain such complex systems. A project- based approach was used to prepare a course where students create and develop an Industry 4.0 related project in a smart campus environment. Using the smart campus as a platform and the principal theme for the projects allows the students to use their creativity to create solutions in a place that they know very well, given that they spend most of the days inside the campus. Also, the ease of access to the key clients of their project, persons in charge of the processes related to their project (head of a department, laboratory chief, teaching and administrative staff, and such) is very helpful for the student.

REFERENCES [1] Y. Lu, “Industry 4.0: A survey on technologies, applications and open research issues,” J. Ind. Inf. Integr., vol. 6, pp. 1–10, Jun. 2017, doi: 10.1016/j.jii.2017.04.005. [2] M. Baygin, H. Yetis, M. Karakose, and E. Akin, “An effect analysis of industry 4.0 to higher education,” in 2016 15th International Conference on Information Technology Based Higher Education and Training (ITHET), Istanbul, Turkey, Sep. 2016, pp. 1–4, doi: 10.1109/ITHET.2016.7760744. Hybrid experience Chemistry – English: students’

perceptions about engineering skills.

María Felipa Cañas Cano Universidad de Piura Maria Elizabeth Calderon Garcia Engineearing Faculty Universidad de Piura Lima, Perú Lenguage Center [email protected] Lima, Perú https://orcid.org/0000-0002-8561-5500 [email protected]

Abstract—The General Chemistry II course belongs to the However, the improvement of their perception and third semester of the major in Industrial and Systems motivation, especially in chemistry, requires the design of engineering. Since some years ago, a hybrid model is being used how to present daily and industrial problems which implies in the teaching and learning process which is framed in the the application of chemistry in real life, additionally it social constructivist perspective of learning whose origins are in facilitates the work on soft skills. [11]. Vigostky but it is mainly based in Problem Based Learning (PBL). Part of the evaluation in the process consists of what is Furthermore, the current employability requirements demand called “Global Projects” involving industrial problems to be from the new professionals a great need for the development solved, cases or projects which correspond to the 20 percent of of critical reflection and self-regulation competency for the subject final evaluation. Since the semester 2018-I work is learning, and regarding this aspect a gap is observed between being coordinated with the Language Centre of the university so what university offers and what society needs [12]. that students do part of the project in English. Through interviews with students of the last three semesters who Other professionals show both aspects: the development experienced work in the global projects and the discourse of skills but it also reports difficulty to work in a team and the analysis, this paper frames in this context to inquire about the additional effort that it demands [13]. In all cases, it is students’ perceptions in relation to the acquired abilities during highlighted the conception of the teacher regarding the the process. The results show the juxtaposition of factors that process of learning which is a determinant as well as the benefit the development of engineering skills which are relevance of the designs and interventions and not only the desirable in our current competitive society. technique [14]; so currently there is discussion about the socio-constructivist teacher’s profile. Keywords—engineering competencies, hybrid learning, interdisciplinary learning, socio-constructivism The analogy drawn between a hero and a teacher says that the latter refers to somebody with a high level of competency I. INTRODUCTION and moral action. [15] Mentions and remarks the influence of The background of learning collaboratively dates back to heroes on their followers and society. So, in order the teacher the history of humanity. Many are the authors who have makes good use of that double power that benefits the learning contributed to the socio-constructivist approach, but authors of students, it is required they know how to use it. The socio- like [1], [2], [3] and [4] , support the idea that it is the result of constructivist teacher knows different techniques but the most the interaction of social processes what allows the co- important is to know how and when to use them [16]. That construction of knowledge and meanings. Collaborative means that a competent teacher knows the content and knows learning implies the construction of meanings from key how to make students learn it. Therefore, what matters is not elements: small groups with common goals, shared only knowledge but also the actions the teacher performs in responsibility, and social interaction to create alternatives and order to help students learn and their intellectual constructivist solution of problems. The relevance of collaborative learning activity. Getting to know the students, their interests and is based on different reasons, for instance, cooperation is a key difficulties help the teacher make decisions about it. competence in society [5], using the differences among In relation to the constructivist process of the student, students as a source of learning is a basic technique for motivation is one of the most important factors. The classroom inclusive education [6], also it allows the development of atmosphere must become a learning community where abilities and democratic attitudes [7]. everybody benefits, as [17] mentions, the one who receives However, the reality is that in practice, the implementation help and the one who helps both benefit. Learning involves of collaborative learning still faces challenges and difficulties, processes of joint construction between the teacher and the although, there is a great variety of options [8]. The review of student, both construct meanings and attributions so the literature shows more and more cases of implementation, language becomes a fundamental tool. frequently in virtual environments which reports that in spite In engineering careers, effective communication both oral of the high expectations, it is still difficult that they can be and written are considered an essential skill, however, in spite carried out daily [9]. Some professionals aim to show that the of the efforts there is still deficiency [18]. Besides, it is application of this type of intervention intends to foster soft evident the need of reading comprehension skills to abilities in the engineering students [10]. understand texts, especially in English [19]. Although, in general, both aspects are not combined in one subject

978-1-7281-7118-0/20/$31.00 ©2020 IEEE (communication and the learning of another language), we evaluation. The evidence that was shown differed every are aware of its importance [20] and realize that the ability to semester: write and speak a foreign language is one of the key • competencies in an engineer [21]. Semester 2018-II. Work was done on the scandal of WW “diesel gate” of 2015 where students had to create When designing the Global Projects together with the a specialized magazine on the theme that was assigned Language Centre, one of the central objectives is the to the group. They handed in an essay written in development of fundamental engineering competencies such English through which they gave their opinion as teamwork and effective communication so communication regarding the engineer’s responsibility in this type of between teacher-student-student is essential. We are aware situations and supported it. For the creation of the that a big part of the results will depend on the quality of that magazine they selected eight papers -at least two were communication and interaction. In order to know if we were in English- in order to include articles in their in the right path and getting students involved in their learning magazine. Articles had to be analysed and synthesized and improving or developing the desirable abilities; it was not to be published. Besides, they had to elaborate an enough the quantitative and qualitative information (open and editorial, make interviews, include amenities and other close questions in the final survey of the course) which information they considered relevant for their collected data regarding the respondents’ opinions. That is magazine. why individual interviews were conducted with ex-students • who studied the course during the semesters in which the Semester 2019-I. The first part of the work was hybrid innovation was carried out in order to inquire their coordinated with the Language Centre and the Physics perceptions. The results that are presented here do not report II course. The assignment was to make a poster which precisely we are in the correct path but, as we discuss in the later students had to defend in public about a theme for final section, they report its relevance. which they had to do research: They had to identify a problem, pose a research question and answer it with II. CONTEXT OF RESEARCH academic support. The format of the poster included the elaboration of a mind map in English about any of The number of students involved in this learning the information presented in it. In the second part of the experience was: in the semestre 2018-II 26, 2019-I 32 and project, students had to analyse a paper regarding the 2019-II 31. The gender distribution was homogeneous; 30% theme that was assigned to them. female and 70% male. They were between 18 and 20 years • old. Although the global projects were different in every Semester 2019-II. The global project throughout the semestre, they kept a common percentage where the 33 term consisted in writing a blog referred to legal and percent was dedicated to the inclusion of bilingual spaces. illegal copper mining. The blog had to be focused on the environment and social conflicts of the Tia Maria During the face-to-face sessions the students worked in copper project. The information that students gathered groups of four on previously designed learning activities. to blog had to be well supported, especially about the These tasks varied: some focused on the formation of concepts paper written in English which was analysed. related to matter, there were others where students had to apply concepts and others where what had been learnt was All the research work was done by the researchers who evaluated. Diverse techniques were used in the sessions such collected data through the interviews which were later as: pair work, puzzles, debates, etc. and they were always transcribed, and the information encoded for the preliminary centred in daily personal or industrial situations. analysis. This material was processed by the software Atlas.ti 8. The figure 1, shows the hierarchy of the descriptive codes. The global projects were worked outside the classroom and by the group of students who worked together in class. During the process, students received feedback from both the Chemistry and the English teacher and had rubrics which oriented their work as well as other extra documents, for instance: criteria to select reliable sources of information, templates to present the required learning products, co- evaluation and self-evaluation forms, etc. All the students were included in the final survey but only seven of them were interviewed. Participants had different levels of knowledge in English. A specific level is required to graduate from university but students are free to study the language at their own pace. In order to make the groups, a diagnostic evaluation was carried out to classify students according to their level. It led to group the participants homogeneously by considering their knowledge of English: basic, intermediate and advance. The reason why we proceeded this way was because the evaluation would take into account the knowledge of English of every group no matter what the task was. Students had to hand in evidence of their learning for both courses. The correspondent percentage of the work done in

English meant the third part of the global project and its

FIGURE 1: Descriptive codes B. What made more impact on you during the process? Did anything seem more difficult or problematic?

“It implied to demonstrate myself that I didn’t learn in vain, III. PERCEPTIONS ABOUT THE HYBRID to demonstrate that what I learnt was useful. Besides, it is EXPERIENCE: ANALYSIS AND CONCLUSIONS fun to compare Spanish and English, it is intriguing; The next paragraph shows the opinions of our students. Then sometimes it is the same, sometimes no” (2018-II). through the dialogues we can see why it is important to “ The most difficult was to hand in the assignments on incentive the real teamwork because it is possible for students time, they were permanent advances of the work, every to acquire relevant engineering skills. The dialogues also week, it required time, we learnt to plan and to organised show the close relationship between motivation and acquiring ourselves”(2019-I). skills, especially in engineering careers. “The experience helped us to foster the link as a team, it A. What was your first reaction when you knew you would helped us a lot, there was a before and an after. It has work on a project that integrated the Chemistry and the helped us for the fourth semestre. We expected to work English courses? together in the seventh term because by now the work in “…I thought how interesting! It is the first time we are the courses is more individual, it has been useful; working going to use English; I will learn more, and also I would together is fundamental” (2019-I). work on the article with my classmates and we would “Along the process the difficulty was, maybe in my case, support each other” (2018-II) to make arrangements to meet. We had different “… it was something new, we were in the elementary schedules, it was hard to coincide so we used the drive; level, so it was a challenge for us, something totally new” we helped our points of view, but what made a big impact (2019-I) on me was the paper, we had to interpret it, understand it and it was because the vocabulary referred to different “I liked it a lot! I thought it was interesting. At first, I was aspects: social, economic…we don’t deal with those a bit scared because I had to dedicate time, not only to the words every day, nor the videos we had to watch to try to Chemistry course but also to English and to the other courses; it was hard. Along the process these feelings understand the theme and go back to the paper again. The changed” (2019-II). rest was easier, but it was a challenge. We spoke to people who worked in mining and it was It can be appreciated that the first reactions imply personal super useful to understand the technical aspects not only expectations and force the projection of how it will turn out to in Spanish, but in all senses (2019-II) face new challenges. The previous experiences of every student let them anticipate a future experience. From this very To work along the process was an experience that faced first question it was possible to predict the categories: difficulties, however, we learned to cope with them but it also teamwork, personal motivation, and effective communication contributed to the development of particular interests and and the emerging categories regarding specific adbilities. opened students’ minds to different realities (unknown or little explored). It is worth to remark that this type of work let students construct - together- knowledge and meanings as [17] Indeed, this research does not fulfil a complete analysis to mentions. make decisions regarding our role as teachers, but we trust that the findings presented here, without making generalizations, C. If you had to highlight a learning, what do you think will open relevant perspectives for the teaching and learning was the most important? processes. “among everything…it was the work we did as a team, Our reflection is: every learning task that aims to the my team was cooperative, we communicated enough, development of high order thinking skills must focus on the there was empathy among us. I learned to understand my context and motivation of the students. classmates, although sometimes we had clashes, it is difficult to get on with everybody. Another was REFERENCES understanding…also planning, trying to be sure we were [1] Vygotsky, Lev. (1995). Pensamiento y Lenguaje. Barcelona: Paidós. doing things well, for example it is not possible to do [2] Teberosky, A. y Tolchinsky, l. (1995). Más allá de la Alfabetización. everything the same day. We had to be responsible of our Aula XXI, Argentina. Editorial Santillana. work. (2019-II) [3] Ferreiro, E. (1996). 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Simple Modeling Method for Complex Processes to Improve Teaching in Engineering

Juan Tisza David Ortega Jamer Asencio Fac. Ingenier ´ıa El ectrica´ y Electr onica´ Fac. Ingenier ´ıa El ectrica´ y Electr onica´ Fac. Ingenier ´ıa El ectrica´ y Electr onica´ Universidad Nacional de Ingenier ´ıa Universidad Nacional de Ingenier ´ıa Universidad Nacional de Ingenier ´ıa Lima, Peru´ Lima, Peru´ Lima, Peru´ [email protected] [email protected] [email protected]

Abstract—This document will present a simple method for required, but knowledge of the physics involved. modeling complex multiple input and output (MIMO) processes To be trained and to be able to solve real cases, is necessary to improve the teaching of engineering students. The proposed have models that respond similarly to real processes. In order method allows us to improve the application of theoretical and academic knowledge in real industrial processes. The method to obtain these models, we need to carry out experiments can be applied in professional training subjects in various in real-time and in line with the operation of the industrial branches of engineering, especially those that develop analysis process, which in practice is inappropriate due to the distur- and design of instrumentation, control, automation, and process bances it generates in the industrial production. Consequently, optimization systems. Improving teaching is because there is a it is proposed to address the problem of modeling using a closer approximation of the process model used in the academic field with that found in the industry. COMSOL (finite element method that is relatively simple and implemented off-line, simulation software) and MATLAB are used as tools and the therefore without disturbing the process, the method must advantages of the method in simplicity, flexibility, versatility, and use the documented data of the process components and effectiveness in engineering education are developed. through software tools produces models that are acceptable Index Terms —Modeling, transfer function, MIMO processes, and quite close to real processes in order to improve and MATLAB, COMSOL Multiphysics deepen engineering education. COMSOL Multiphysics is a finite element analysis and so- I. I NTRODUCTION lution software for physical and engineering applications, It is important to enhance practical skills and creativity in especially coupled or multi-physical phenomena. It also offers engineering students through dynamic and interactive labo- an interface to MATLAB and its toolboxes provide a wide ratory work with the concrete application of knowledge that variety of programming possibilities, pre, and post-processing. favors reasoning and analysis of mechanical work [4]. This work begins by showing the progressive use of the soft- The motivation for this research arises from observing the ware in the final degree projects, the method is proposed and a divergence between the academic training acquired and the demonstration is made of how to carry out an implementation problems that the new professionals have to face when com- of a plant and how to obtain the transfer function in order to pleting their engineering training and is incorporated into the design the control system. productive sector [13]. The divergence that is explained as a consequence of insufficient training in systems that consider II. S TATE OF THE ART problems close to reality; as a consequence, they have a poor The use of COMSOL in academia and the labor field has a coupling both at a conceptual and practical level with the quite significant presence in strengthening the understanding real processes, this requires a longer adaptation time for the of engineering subjects, which is manifested in research and exercise of the professional activities for which they have been thesis work as shown in the following cases [6] [8] [9] [10] . In trained. [5] using COMSOL Software, vacuum drying is investigated The simulation has characteristics that give an advantage over in an oven consisting of a space where the product is located, a mathematical analysis, for example, the effect of internal so that vacuum drying is effective, it is necessary to reduce and external changes of the system can be studied by making the times without damaging the product, that’s why strict alterations in the model and observing the effects of these on control of conditions is important and for this the modeling the behavior of the model [1]. The simulation technique can capabilities of this software are used. In [7] have the design of be used to experiment with new situations, about which little an instrumentation and measurement system for the physical or no information is available. Through this experimentation, parameters of a greenhouse module, it is intended to create unforeseen results can be better anticipated. The system imple- a monitoring and instrumentation system that is conditioned mentation time is shorter and changes can be made constantly. to the clime of the city, is analyzed with COMSOL the Full knowledge of the equations defining the system is not distribution of temperature and patterns of variations in air 978-1-7281-7118-0/20/$31.00 ©2020 IEEE flow with their behavior within the cavity, thus meeting the need of producers without high resources. A. !"#$%&!'()'*)&+,)-.'/,00)!()123 24 In the references and in the specialized literature on engineer- ing applications, there are many cases of the use of COMSOL and MATLAB computer software as tools that establish the 56 70&,")8,*!(!&!'( link between the academic setting and professional engineer- 96 :.';$,")*'."#$%&!'( ing applications. In terms of modeling, existing treaties such as that of the references [11] and [12] where it is shown how <6 ="-$,",(&%&!'()'*)&+,)"'8,$ costly and laborious it is to obtain the model of real industrial processes, which constitutes a central objective of this research >6 ?%$!8%&!'( work. @6 AB-,.!",(&%&!'( III. P ROPOSED METHOD The proposed method is summarized in Fig. 1, in part A C6 =(&,.-.,&%&!'( referring to the simulation using COMSOL, the following steps are developed. D. 2;&%!(!(E)&+,)&.%(0*,.)*#(/&!'( 1.-Geometric description of the objects and elements that make up the process 56 ="-'.&!(E)&+,).,0-'(0, 2.-Declaration of the constituent materials of the process 3.-Declaration of input variables to the process 96 F#(/&!'(),0&!"%&!'( 4.-Declaration of process output variables of the process 5.-Step application in time for each entry, in COMSOL it is Fig. 1. Flow diagram of the proposed method done through the contour declaration. 6.-Obtaining the graphic solution for each of the output vari- 7!,8!, ables, with respect to the step applied to each input variable. In the second part (part B), which is obtaining the transfer /!&. function where MATLAB is used, the following steps occur: 0#& 1.-The data transfer is made from COMSOL to MATLAB through the IDENT toolbox, this action is done for each /!&. B. . !"#$%&'() 0#& *#+,&#-!,.* output. 2.-Obtaining the transfer function by applying the Laplace 1!'#23,#%" transform with MATLAB. 65#'".) 453'-.& This procedure is repeated for each transfer function Gij (s) of the MIMO Process. Generating an m x n matrix that becomes Fig. 2. Fumigation chamber diagram the model obtained from the process. G11 (s) G12 (s) ... G 1n(s) 3) Implementation of the model: The implementation of Y (s)  G21 (s) G22 (s) ... G 2n(s)  the model in COMSOL begins with the construction of the = . . (1) U(s)  . .  geometry that will represent the system to use Fig. 3.   4) Validation: Gm1(s) Gm2(s) ... G mn (s) Through this stage, it is possible to detail   definitions in the formulation of the model or in the data fed to the model. IV. A PPLICATION OF THE PROPOSED METHOD To model the displacement of air throughout the system, the A. Simulation of the process in COMSOL ”Laminar Flow (SPF)” module is used, which is incorporated In order to carry out a simulation study, the following steps into the physical equations (2) and (3). are required. 1) System definition: In this work, the study of a fumigation ∂u chamber [2] will be presented as a practical case, during the ρ + ρ(u. ∇) = ∇.[−p + µ(∇u + ( ∇u)T )] + F (2) ∂t expulsion stage of methyl bromide (BM). In the chamber, there is the BM gas evenly distributed and there are fruit boxes that have received the treatment, in addition, the chamber has an TABLE I air inlet damper and an air outlet with BM. At the outlet, it DEFINITIONS TABLE is mixed with pure air and all the flow goes to a chimney, all Variable Definition Units Variable this is represented in Fig. 2. Concentration Chimney concentration mol/m3 y1 2) Problem formulation: Once the system definition has Concentration Camera concentration mol/m3 y2 been made, the variables to be used will be organized to start Rate Air inlet 1 m/s x3 Rate Air inlet 2 m/s x2 implementing the model. The organization was made in the Rate Air outlet m/s x1 table I. Fig. 3. Model geometry Fig. 5. Concentration after 10 seconds.

ρ∇.(u) = 0 (3) To model the gas displacement of BM the module “Trans- port of diluted species” is used with the equations (4) and (5). ∂c + ∇.(−D. ∇c) + u. ∇c = R (4) ∂t

N = D. ∇c + uc (5) 5) Experimentation: After building the model and choosing the physics, initial conditions, and behavior of each region of the model, the results will be calculated, which are shown Fig. 6. Concentration in the chimney in time in figures 4 and 5. As the value of greatest interest is the measurement of the concentration at the outlet of the chimney, then imported into MATLAB. Sometimes it is necessary to a contour probe will be placed that will produce the response re-sample the data to have it symmetrically in time. in Fig. 6. 2) Function estimation: The transfer function will be ob- tained with MATLAB and the IDENT toolbox [3]. Through this toolbox the data is imported and then when estimating the transfer function, the number of poles and zeros that want the system to have is selected. In this case, 2 and 3 poles were chosen to compare both estimates. It is mentioned that with this toolbox it is possible to estimate state-space models, polynomial models, non-linear models, etc. This offers us a wide variety of options to achieve a correct representation of the simulated system in COMSOL. The responses of the estimated functions are analyzed and it is verified that the 3-pole function is the closest to the system response (6), according to the MATLAB estimator it is 99.62% Fig. 4. Concentration at the start of extraction and gives 91.93% for the estimation of 2 poles.

6) Interpretation: Here the results of the simulation are −5.24 s + 210 G11 (s) = (6) interpreted and a decision is made based on this. s3 + 15 .25 s2 + 96 .66 s + 209 In this case, it is seen that the response of the system to a step V. R ESULTS is critically damped. After a quick implementation of the model in Fig. 3 and B. Obtaining the transfer function the calculation of the response over time shown in Figs. 4 and 1) Importing the response: The COMSOL simulation data 5, the temporal response was exported to MATLAB and with is stored in tables, these tables can be exported directly using it a transfer function (6) was found that was You can use to the COMSOL toolbox and MATLAB or it can be previously implement a control system successfully. exported to a comma-delimited text document (.CSV) and This same procedure would be done to obtain the response to The versatility of the proposed method is also established when observing that the proposed method only requires a documented knowledge of the process to be studied and/or investigated. The information on the components of the pro- cess are generally available. The flexibility of the proposed method is evident when observ- ing that the modeling of a 2x2 MIMO system is practically similar in the method applied for a system of variable m x n , it is only necessary to declare them properly and it is the tools that provide us with the expected results for the corresponding modeling, it is also possible to make modifications in the parts of the process, which makes this method a powerful tool for the investigation and deeper study of complex processes. An important conclusion is that the level of engineering study will be increased substantially by having models that are closer Fig. 7. IDENT toolbox to the real processes in the academic setting, both in teaching and in research. Step Response From: u1 To: y1 A perspective of the presented method could be the integration 1.2 in a single computing tool that allows obtaining complex

1 models of MIMO processes without interfering with the op- eration of the plant, which is very important for many studies 0.8 and investigations in control and automation with advanced algorithms. 0.6 REFERENCES 0.4 Amplitude [1] R. J. Montes, ”Aplicaci on´ del programa COMSOL multiphysics en la 0.2 ingenier´ıa mec anica,”´ ,B.S thesis, Univ. Tec. de Pereira, Colombia, 2015. [2] D. E. Ortega, J. F. Tisza, ”Dise no˜ de un sistema de automatizaci on´ del 0 proceso de fumigaci on´ y control de expulsi on´ de bromuro de metilo en la agroindustria,” Revista ECIPer u,´ Vol. 17.1, pp. 5-10, 2020. -0.2 [3] L. Hyunjin, D. E. Rivera, ”CR-IDENT: A Matlab toolbox for multivari- 0 0.5 1 1.5 2 2.5 3 able control-relevant system identification,” IFAC Proceedings, Volumes Time (seconds) 39.1, pp. 708-713, 2006. [4] J. C. Cruz, J. F. Valencia, ”La formaci on´ pr actica´ del ingeniero electronico´ en el laboratorio,” V Congreso Internacional Virtual de Fig. 8. Response of estimated functions, 2 poles (green), 3 poles (gray) Educacion,´ pp. 1-14, 2005. [5] R. Silva, ”Simulaci on´ del Proceso de Secado al Vac ´ıo de Murtilla (Ugni molinae Turcz) Usando el Software Comsol Multiphysics,” B.S thesis, the interaction between the other system variables and to be Univ. Austral de Chile, Valdivia, Chile, 2018. able to build our MIMO system. [6] R. At unez,´ ”Diseno˜ y caracterizaci on´ mediante el m etodo´ de los ele- mentos finitos de un transductor ultras onico´ para aplicaciones medicas,”´ B.S thesis, Univ. Nac. Aut. Mexico, Ciudad de M exico,´ Mexico,´ 2011. Y (s) G11 (s) G12 (s) = (7) [7] A. Rodr ´ıguez, ”Diseno˜ de un sistema de instrumentaci on´ y medici on´ U(s) G21 (s) G22 (s) para los parametros´ f´ısicos de un m odulo´ de invernadero,” B.S thesis, Univ. Aut. Hidalgo, Estado de Hidalgo, M exico,´ 2017. Also, it is visualized that the response of the estimated [8] N. A. Farf an,´ ”Modelacion´ del proceso de soldadura por medio del function is very similar to the simulated plant, which indicates metodo´ de elementos finitos,” B.S thesis, Univ. Chile, Chile, 2010. [9] L. Barrales, ”Dise no˜ y construcci on´ de una sonda para microscopia de that it is a good representation of the system. campo cercano en frecuencias de THZ,” M.S thesis, Univ. Nac. Aut. The same procedure was performed to find the transfer Mexico, Ciudad de M exico,´ Mexico,´ 2014. function of a fumigation chamber twice the size and the [10] J. J. Sucasaca , ”Simulaci on´ del transporte y reacci on´ de pesticidas en el suelo mediante uso de un simulador comercial,” B.S thesis, Univ. Nac. following transfer function was obtained at 99.5% according San Agustin de Arequipa, Arequipa, Per u,´ 2014. to the MATLAB estimator. [11] D. Calisaya, et al., ”Multivariable Predictive Control of a Pilot Flotation Column,” American Control Conference, Fairmont Queen Elizabeth, −4.922s + 194 .6 Montreal,´ Canada, 2012. G(s) = 3 2 (8) [12] X. Chen, et al. ”Application of model predictive control in ball mill s + 14 .77 s + 93 .26 s + 201 .1 grinding circuit,” Minerals Engineering, Vol. 20.11, pp. 1099-1108, VI. C ONCLUSIONS 2007. [13] J. Fuentes, E. Navarro, ”Propuestas para reducir los desajustes educativos The results show us some characteristics that are established percibidos: Visi on´ de arquitectos t ecnicos´ e ingenieros de edificaci on´ in the proposed method, such as the simplicity of the method que trabajan como jefe de obra,” Revista de Formaci on´ e Innovaci on´ for generating industrial process models that could be quite Educativa Universitaria, Vol. 8.3, pp. 114-134, 2015. complex and expensive to obtain through the conventional route. Analysis of virtual work groups and their relationship with the learning of mathematics in university students

Alejandro Ecos Espino Joffré Huamán Núñez Escuela Profesional de Ingeniería Ambiental Departamento Académico de Ciencias Básicas Universidad Nacional de Moquegua Universidad Nacional Micaela Bastidasde Apurimac Moquegua, Perú Abancay, Perú [email protected] [email protected]

Zoraida Manrique Chávez Silvia López Ibañez Departamento Academico de Pedagogía Escuela Profesional de Administración Universidad Nacional Intercultural de la Amazonía Universidad Nacional Micaela Bastídasde Apurimac Pucallpa, Perú Abancay, Perú [email protected] [email protected]

Abstract — The objective of the study was to evaluate a a broader meaning to the notions involved in their didactic strategy based on teamwork and scientific debate in understanding [3]. virtual groups, in the collaborative learning of mathematics in engineering students. The individual and group learning and In this line, it is necessary to look for different the appreciation of the experience by the students arranged in methodological alternatives, which avoid the passive 12 working groups were analyzed, within the context of health behavior of students in relation to their learning, and which, emergency. The results show that the didactic strategy favors on the contrary, encourage their active participation within the development of collaborative work that has a direct and an interaction process that allows them to build their learning significant relationship in the learning of mathematics of the in virtual environments of work, based on the generation of students, who value the experience as very positive in terms of variational arguments that show a better understanding of the their learning. variational behavior of the functions.

Keywords — Collaborative learning, didactic strategy, virtual Numerous studies show the need to incorporate the use of groups, math. ICTs in the teaching-learning process at the university, since they are important tools to improve the learning of I. INTRODUCTION mathematical content [4]. The presence of ICTs in the Today's society, characterized by the vertiginous advance teaching-learning process constitutes a change within the of technology, requires that people have the ideal knowledge more conventional practices, both in the way of working and that allows them to be prepared to face these changes. In this the collaboration between teachers, as well as in the context of the health emergency generated by COVID 19, it implementation of methodologies that also imply a different is necessary for education to adapt and direct its efforts to way of working among students [5]. fulfill the adequate training of people, which requires Within the context of the state of emergency and the discussing the effectiveness of the different teaching and development of non-contact classes, ICTs assume the role of learning strategies used by teachers and students, especially offering new possibilities for social mediation, creating in the area of mathematics, which is an important tool in the collaborative learning environments that facilitate students to comprehensive education of each citizen. carry out activities together, activities integrated with the real Differential calculus is one of the main achievements of world , raised with real objectives [6]. humanity and is one of the quantitative tools for the The above generates the need to implement new investigation of scientific problems that, for the most part, methodological strategies that guarantee student learning, have been framed in phenomena of variation and change. prioritizing their active and collaborative work within a Within this area of knowledge, the development of virtual work context as a consequence of the health variational thinking constitutes an important element to emergency caused by COVID19. In this sense, the present understand the change of phenomena in real life. Its study aims to evaluate the implementation of a didactic understanding is an essential axis in the mathematical strategy in the framework of work in virtual groups, on the training of university students, especially those who follow collaborative learning of mathematics in university students. engineering careers [1]. II. THEORETICAL FRAMEWORK The habitual teaching of calculus focuses its activity on the management of problem-solving algorithms in many A. Collaborative Learning cases far from reality and confined to the mathematical field, One characteristic of collaborative learning is that it not allowing an effective development of mathematical occurs in group work contexts. This type of learning does thinking, which generates difficulties and does not allow not occur directly by giving instructions or tasks to groups, them to achieve an understanding satisfactory performance but must be directed to an intention or objective that of the concepts and methods of mathematical thinking [2], generates a commitment in the members. In this sense, without managing to develop in students the ability to assign

978-1-7281-7118-0/20/$31.00 ©2020 IEEE learning, both individually and in groups, is the strategy to be used, which requires the execution of various responsibility of each of the group members [7]. activities [18]. Collaborative learning is considered a method of In this study, the proposed didactic strategy considers instruction where students with different levels of that learning is achieved through students' work and, achievement work together in small groups to achieve a consequently, the responsibility for their own learning and common goal. Therefore, the success of one student helps that of others falls on them [19]. As many authors point out, other students to be successful as well [8]. This type of this vision of learning requires that the teaching process be learning is achieved with the participation of two or more oriented in a different way and that the roles of teachers and people in the search for information, or in exploration aimed students be transformed. This requires that there be a at achieving a better understanding or shared understanding process of positive interdependence between students, and of a concept, problem or situation [9]. under this framework, the management of group work methods contributes to this type of interaction and allows Collaborative learning consists of a carefully designed everyone to contribute to the construction of knowledge system of interactions within a framework of reciprocal [20]. influence between the members of a team [10], where an individual acquires his objectives as the other members of Proper ICT management can allow students to integrate his team also acquire theirs, which that represents a joint and participate in their learning through greater participation interaction to achieve previously determined objectives [11]. and interaction, which is a catalyst for change, unlike traditional teaching practices focused on the transmission of The proposed definitions in relation to collaborative knowledge [21]. ICT as technological tools have allowed learning allow us to identify a series of characteristics that the generation of educational strategies to be able to give distinguish it from other methodologies and that allow and generate knowledge [22]. In this sense, it was decided to collaboration between groups [10]: positive use the WhatsApp application in order to carry out virtual interdependence, face-to-face interactions, individual group meetings for students, since it is easy for them to use. responsibility, development of social skills, Self-reflection These virtual meetings were monitored by the teacher. of the group. The proposed didactic strategy aims to promote This forces us to take a position on how the collaborative meaningful learning in the student. To do this, students learning process will be evaluated. In this sense, we assume analyze a problem situation and find a solution for it, so that evaluation as a global, continuous, contextualized, planned, they can build their learning by integrating their previous interactive and strategic process that allows us to identify, knowledge. In this sense, what is sought is to promote understand, assess and reorient both the evolution of collaborative learning based on the analysis of a case study, learning in / with the group of students and their whose resolution requires teamwork and the application of potentialities, as well as reflection on learning experiences, scientific debate as a technique where students conjecture shared in a collaborative group teaching situation [12]. and debate ideas in groups within of the virtual environment In relation to the learning of mathematics, the study of that the WhatsApp application allows. The arguments of the variational behavior of functions will be approached, each group are exposed to the other students, and not within the framework of the development of variational necessarily to the teacher [23]. Working as a team is thought and language. Variational thinking and language is beneficial not only for one person but for the entire team characterized by proposing the study of situations and involved. It will bring more satisfaction, it will also teach to phenomena in which change is involved, based on the respect the ideas of others and it will help students to intuitions and conceptions of students, which are worked on establish greater development and better levels of and made to evolve through problem situations [13]. The productivity [24]. understanding of the variation processes involved in The stages considered in the didactic strategy are shown variational situations are manifested through variational in Fig. 1: arguments that consist of explanations, techniques or maneuvers that somehow show the qualitative and quantitative recognition of the change [14]. 1st Stage2st Stage 3st Stage B. The Didactic Strategy Presentation Group Work Results The didactic strategy can be considered as the of the activity (Collaborative) presentation organization of the teaching and learning processes, which requires the teacher to choose the tools, instruments and Fig. 1. Stages of the didactic strategy activities necessary to achieve the established training objectives. All this, from the reflection on the decisions necessary to achieve these [15]. III. METHODOLOGY We worked with a non-probabilistic and intentional In this sense, didactic strategies constitute the different sample composed of 36 students of the Environmental forms used by the teacher to approach knowledge and Engineering career enrolled in the Calculus II course, which guarantee the learning of their students [16]. In other words, were divided into 12 virtual groups composed of 3 the didactic strategy involves a series of procedures members. A problem situation was designed consisting of 3 supported by teaching techniques, which ultimately seek to activities for each virtual work group, but with the same achieve the learning objectives [17]. This requires the learning objectives. The groups had to meet twice a week to adoption of those procedures that will make it possible to develop one of the activities and present the final report to carry out part of the learning. These techniques constitute the teacher. Throughout this process, the teacher's role was the teacher's support to achieve the objectives defined in the as an advisor in some doubts or contradictions. Taking into It can be seen in Table 1 that, on average, participation account that 3 activities were presented per week, each in decision-making, as well as leadership, were the member of the group had the opportunity to be responsible characteristics best valued by the students at the group level, for directing the virtual meetings in one week and for the after the discussions carried out by the students at work, presentation of the final reports. such as part of the application of the didactic strategy. The evaluation of the didactic strategy considered the The correlations found using the Pearson and Spearman following sources: the process followed by each virtual Rho coefficients (p <0.05) indicate that participation in group, the individual learning of the students and group decision making, problem solving, collaboration, internal learning of the virtual groups [12]. In the first case, the communication and leadership are the characteristics Team Questionnaire for operational processes [25] was favored by the execution of activities during virtual group used, composed of 23 items and 7 processes: participation in work that is directly and significantly related to decision-making, conflict management, problem solving, collaborative learning of mathematics obtained by the internal communication, external communication, groups. It is emphasized that, to obtain better group collaboration and leadership. For the evaluation of learning, problem solving, collaboration and leadership are individual learning, the final grade obtained in a the factors that are best promoted in virtual teamwork to questionnaire of 05 items on problems related to the analysis solve activities during the execution of the didactic strategy. of the variational behavior of the functions was considered. The above shows that the execution of the activities in a For the evaluation of the final product of each virtual group, framework of the debate, favors the generation of important we work with the average obtained from the final reports of elements of collaborative learning in virtual work groups. each activity. To obtain the evaluation of the didactic strategy by the students, the last four blocks of an adapted TABLE 2. questionnaire [26] were used on the following scales: CORRELATION BETWEEN WORK FACTORS IN VIRTUAL GROUPS AND dynamization of the teaching-learning process, personal INDIVIDUAL LEARNING relationships and motivation. The items offer 4 response Normal Individual learning options: totally agree, slightly agree, slightly disagree, and Teamwork factors M DS totally disagree. The analysis of the data collected by the (p) Coerrelation p indicated instruments was carried out from a quantitative Participation in 3.31 0.05 0.112 0.46 0.13 and qualitative perspective. decision-making Conflict 3.37 0.11 0.01* 0.61 0.23 Descriptive analyzes such as percentages and means for Management the student's final evaluation questionnaire and the correlation analysis between the results of group cohesion Problem resolution 3.21 0.04 0.03* 0.52 0.03* Internal and the group and individual scores were obtained using the 3.01 0.14 0.03* 0.42 0.02* SPSS 22.0 statistical program. comunication External 3.12 0.12 0.04* 0.24 0.11 IV. RESULTS Comunication A. Teamwork and group and individual learning Collaboration 3.33 0.21 0.14 0.41 0.01* After developing the activities and evaluating the work Leadership 3.22 0.12 0.02* 0.53 0.31 of the virtual groups in the WhatsApp application Individual learning 11.64 0.91 0.22 environment, the Work Team Questionnaire allowed to *p<0.05 know the characteristics of the group work of the students and the impact they had on the group and individual learning of the students. Table 2 shows the individual learning results evaluated at the end of the execution of the didactic strategy, and a TABLE 1. similar trend is observed as in group work, however, CORRELATION BETWEEN WORK FACTORS IN VIRTUAL GROUPS AND conflict management also has a high individual evaluation GROUP LEARNING of the students. However, the application of the Pearson Normal Group learning correlation coefficient and Spearman's Rho (p <0.05) allows Teamwork factors M DS us to conclude that the teamwork factors that significantly (p) Coerrelation P benefit individual learning of mathematics are conflict Participation in 3.28 0.05 0.33 0.37 0.02* decision-making management to a greater extent, and then collaboration and internal communication. Therefore, at the individual level, Conflict 3.02 0.11 0.02* 0.26 0.15 Management the execution of the activities has allowed virtual teamwork to improve the individual performance of students to the Problem resolution 3.04 0.04 0.04* 0.43 0.01* extent that it favors conflict management, collaboration and Internal 3.11 0.14 0.12 0.29 0.04* leadership. comunication External 3.04 0.12 0.03* 0.12 0.73 comunication B. Questionnaire to evaluate the didactic strategy of the Collaboration 3.22 0.21 0.34 0.51 0.03* students Leadership 3.16 0.12 0.27 0.42 0.00* The analysis of Fig. 2 allows us to affirm that the Group learning 13.33 0.91 0.53 development of activities from a virtual teamwork and *p<0.05 debate perspective has constituted an important element in the dynamization of the teaching-learning process, since at least 65% of Students consider to be moderately in V. CONCLUSIONS agreement that it stimulates the follow-up of the subject, The objective of the research was to assess a didactic favors the solution of doubts, stimulates the search for strategy based on teamwork and scientific debate, within the information, facilitates the expression of ideas and the framework of virtual groups within the environment participation of students, encourages critical and especially provided by the WhatsApp application, to develop creative thinking. collaborative learning in mathematics in engineering university students. The results found reflect that the Incentives self-critical…9 15 37 39 aforementioned strategy constitutes an important element to Encourages critical thinking 11 14 27 48 develop collaborative work indicators such as participation, TD Encourages student…12 14 35 39 collaboration, leadership, among others, which represent a Facilitates the expression…12 17 43 28 MD positive experience for students that allows them to significantly improve their performance. Encourages the search…11 15 41 33 MA It favors the solution of…10 11 27 52 TA The application of the didactic strategy encouraged the It stimulates the…12 13 30 45 participation of the students when solving the proposed cases using the WhatsApp application as a work 0 20406080100 environment, generating a great impact on them, offering them new alternatives to address the situation presented, Fig 2. Assessment of the Dynamization of the Teaching-Learning Process according to what was indicated by [27 ]. On the other hand, the adoption of teamwork and scientific debate as teaching techniques has allowed students to maintain an active In this same trend, figure 3 shows that the execution of the didactic strategy and the development of the activities position in relation to their learning [28], which allows them proposed in a group and debate framework favors personal to be more autonomous and from there, improve their relationships, since at least 70% of the students declare to be performance [29]. moderately in agreement that encourages contact and The application of the didactic strategy, in the light of especially the collaboration of the teacher, communication what the students affirm, has allowed an improvement in and personal relationships between students, favoring their learning as a result of the increase in their interest and interaction and collaborative work and enabling interaction with their classmates and the teacher [30]. relationships with other people. In relation to student learning, the application of the strategy generated an improvement in the understanding of Enables relationships…12 16 38 34 the most relevant aspects of the variational behavior of the Stimulate new forms of…12 12 36 40 functions. The analysis of their productions shows that the TD Promote the student to be…11 14 27 48 students managed to pay attention to the change aspects of a Encourages interaction…8 11 32 49 MD function, through the management of strategies and the development of variational arguments [31]. This benefit Facilitates personal… MA 11 13 33 43 acquired as a result of the development of the activities Facilitates…10 12 35 32 TA proposed in a framework of teamwork and scientific debate Encourage collaboration…10 16 38 36 within the environment of the WhatsApp application, 0 20406080100 constitutes an indicator of collaborative learning [32].

Fig 3. Assessment of Personal Relationships REFERENCES Regarding motivation, Fig. 4 shows that this is favored [1] A. Ecos, J. Núñez and Z. Manrique, “Didactic Sequence for the with the development of activities by the students. At least development of variational thinking of university engineering 68% of the students expressed their minimal agreement that students”. International Congress on Educational and Technology in Sciences CITECS. Perú, pp. 330-339, December 2019 the didactic experience motivated their participation, the use [2] M. Artigue, Teaching the principles of calculus: epistemological, of new technologies, the performance of their own activities, cognitive and didactic problems. México: Grupo Editorial the appreciation of the subject in a positive way and, above Iberoamérica, 1995. all, their interest in the subject. [3] R. Cantoral, Development of variational thought and lenguage. México: Progreso S. A., 2013. [4] B. Barzola, A. Ecos, M. Ibarra, E. Vilca, M. Aquino and M. Caceres, It favors a greater…8 13 46 33 “Collaborative methodology and ICTs for Math Learning in undergraduate students”. 3rd IEEE World Engineering Education Encourage classmates to…12 16 42 30 Conference EDUDINNE. Perú, Article number 8875762, March Connect the contents…11 16 41 32 TD 2019 Stimulates the…10 14 34 42 MD [5] A. Hernández and J. Martín, “Concepts of non-university teachers It stimulates the…11 12 37 40 on collaborative learning with ict”. Education XXI, vol. 20, pp 185- MA 208, 2017. Promotes the deepening…10 16 37 34 [6] A. García-Valcárcel, V. Basilotta and C. López, “ICT in TA Encourages positive…8 13 46 31 collaborative learning in the classroom of primary and secondary Increase interest in the…8 12 34 48 education”. Communicate, vol. 21, pp. 65-74, Enero 2014. [7] D. Johnson and R. Johnson, Learning together and alone. 0 20406080100 Cooperation, competition and individualization. New Jersey: Prentice Hall Inc. Englewood Cliffs, 1975. Fig 4. Assessment of Motivation [8] A. Gokhale, “Collaborative Learning Enhances Critical Thinking”. Journal of Technology Education, vol 7, pp. 22-30, 1995. [9] N. Scagnoli, “Collaborative learning in distance courses”. Research [21] G. Waldegg, “The use of the new technologies for the teaching and and Science, vol 14, pp. 39-47, 2006. learning of science”. REDIE, vol. 4, May 2002. [10 D. Johnson, R. Johnson and E. Holubec, The new learning circles. [22] I. Fernández, V. Riveros and G. Montiel, “Educational software and Argentina: Aique, 1999. mathematical functions. An appropriation strategy”. Omnia, vol. 23, [11] A. Ovejero, Cooperative learning: an effective alternative to pp. 9-19, April 2017. traditional teaching. Barcelona: PPU, 1990. [23] A. González, The generalization of the definite integral from the [12] A. Iborra and M. Izquierdo, “How to face the evaluation of numerical, graphical and symbolic perspectives using computer collaborative learning? A proposal evaluating the process, content environments. Problems of teaching and learning. España: and product of the group activity”. General information and Universidad de la Laguna, 2005. documentation Magazine, vol. 2, pp. 221-241, June 2010. [24] Y. De la Peña, Y, Thesis on labor values and teamwork. Guatemala: [13] L. Cabrera, Variational thinking and language and development of Quetzaltenango, 2014. skills. A study within the framework of the comprehensive high [25] E. Viles, M. Zárraga and C. Jaca, “Tool to evaluate the functioning school reform. México: Centro de Investigación y Estudios of work teams in teaching environments”. Intangible Capital, vol 9, Avanzados del IPN, 2009. pp. 281-304, 2013. [14] M. Caballero and R. Cantoral, “A characterization of the elementsof [26] J. Durán, “The contribution of the edublog as a didactic strategy”. variational thinking and language”. En R. Flores (Ed.), Latin Electronic Journal of Research in Educational Psychology, vol. 9, american Act of educational mathematics, vol. 26, pp.1195-1203, pp. 331-356, 2010. 2013 [27] R. Ferdi and K. Trammel, Content Delivery in the Blogosphere. T. [15] J. Magallanes, Collaborative work as a learning strategy in extra-age H. E. Journal Online, 2004. students. México: Centro Chihuahuense de Estudios de Posgrado, [28] J. Cabero, E. López and C. Ballesteros, “Innovative university 2011. experiences with blogs to improve educational praxis in the [16] J. Carrasco, Techniques and resources for the development of the European context”. University and Knowledge Society Magazine, classes. Madrid: Rialp, 1997. vol. 6, pp.1-14, July 2009. [17] Instituto Tecnológico y de Estudios Superiores de Monterrey. [29] A. Bhattacharya and K. Chauhan, Augmenting Learner Autonomy [ITSEM]. Teaching techniques: Role play, 2015. through Blogging. elt Journal, vol. 64, pp. 376-384, 2010. [18] E. Sosa, “Collaborative learning through case study and role play in [30] C. Chain, L. Martínez and J. Sánchez, J, “Motivate from innovation the finance analysis course of the bussines administration school at in university teaching: The Qalidad blog”. Distance Education the University of Costa Rica”. Tec Empresarial, vol 11, pp. 41-53, Magazine, vol. 21, pp. 1-17, 2008. 2017. [31] S. Vracken, M. Giampieri, A. Engler and G. Muller, “Variational [19] C. Collazos and J. Mendoza, “How to take advantage of thought and language when studying functions. Tasks and situations collaborative learning in the classroom”. Education and educators, to promote their development”. Latin american Act of educational vol. 9, pp. 61-76, 2006. mathematics. vol. 2, pp. 643-652, 2012. [20] E. Pérez, “Implementation of the didactic strategy of collaborative [32] C. Camilli, E. López and M. 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Virtual University Education is an Environment without Losing its Essence in the Teaching and Learning Spaces

Julio Fredy Chura Acero Wilhem R. Limachi Viamonte Omar Chayña Velasquez Edwin Rene Pari Pari Mechanical Electrical Mechanical Electrical Mechanical Electrical Metalurgical Engineering, Engineering, Engineering Engineering National University of Juliaca, National University of the National University of Juliaca National University of the Perú Altiplano [email protected] Altiplano [email protected] Puno, Peru Puno, Peru [email protected] ochayñ[email protected]

Abstract—The objective of this research is to know the impact II. THE CHALLENGE OF VIRTUAL CLASSES of the use of virtual classrooms in university higher education. A descriptive and quantitative research was carried out in the A. Virtual Classes engineering programs of the National University of the Altiplano. A survey was conducted of a random sample of 3,581 students. The For now, only some universities can offer the experience of a results show that the students of the National University of the virtual class, which is that these study centers already had a Altiplano do not use the virtual classrooms in their entirety. It is backup tool or anticipated the spread of the Covid-19 and, concluded that virtual classrooms are not used by students, since quickly, contracted a virtual platform. First, the interviewed they have not been implemented according to the reality of the students highlight the quality of the teaching tools, such as Cisco students. However, if use were made of these technologies, students Webex, Zoom and Meet [1]. These present attractive qualities, could increase their academic performance taking advantage of the such as the option of screen sharing, for both students and elements and resources offered by this technology to increase your teachers; the recording of classes in order to return to a detail that academic performance. was not clear or is not remembered; accessibility from different devices such as laptops, tablets and cell phones; and the ease of Keywords--virtual classrooms, higher education, academic use of them [6]. Also, they highlight the comfort factor offered by performance, students, teachers. the classes taught from their homes, since it can offer them “tranquility” [15]. Another aspect in which some interviewees I. INTRODUCTION agree is the fact that teachers encourage student participation In the midst of the crisis generated by the arrival of COVID because, as one student comments, “as it is a new challenge, and 19, the university education system, which has had to transform teachers are so eager for it to go well, they ask every now and and adopt the alternative of distance learning, so that the arrival then" In addition, they consider that teachers are more aware of of the outbreak did not hinder the planned teaching and learning their emails, since before there was not such rapid feedback [14]. processes. [2] According to information provided by UNESCO, On the other hand, it is recognized that some careers will be students of different levels have interrupted their classes due to severely affected in the case of an irrevocable cessation of the coronavirus [1], the closure of schools and universities classroom teaching [7]. In the case of professions such as impacted more than 89% of the world's students, representing engineering (in all its areas), medicine, music, graphic design, 1.54 billion boys, girls and young people, to which must be added architecture, art, sculpture, and among many others, it is more than 60 million teachers who stopped teaching in person. necessary to exercise in laboratories, studies or field work. [3] Virtual education is now the protagonist, both publicly and privately, as it is the alternative that best adapts to preventive In the most extreme cases, students chose to drop out of measures of social isolation. However, the change from the face- college altogether. A student of Power Plant Management from to-face system to the virtual one is not automatic; it requires a the academic program of Electrical Mechanical Engineering, series of changes and a good amount of effort. This forced together with other colleagues from the same cycle, decided to virtuality experiment shows that there are still many gaps, and a postpone their last year. Of the seven (7) courses in which this long way to go to overcome the challenges that this new era cycle was enrolled, she could only take two (2) of them, the imposes on us in many ways [5]. consequence of which is that currently: her parents, guardians or themselves cannot work to pay for their education. Others point In Peru, SUNEDU has spoken out, indicating, among other out that the quality of teaching is not the same, due to the fact that things that during the state of emergency, universities must the facilities are not being used, nor are all the tools that help provide accessible learning alternatives for students. student learning and were previously offered by universities [11]. Guaranteeing that the quality conditions are equivalent to the face-to-face provision, also granting timely follow-up or Another important aspect, and a reality in our country, is the accompaniment to the student and the teaching staff. fact that it cannot be assumed that all university students have

978-1-7281-7118-0/20/$31.00 ©2020 IEEE laptops, tablets or cell phones capable of supporting the necessary applications [14]. Apart from this, not everyone has a good internet service or, plainly, they do not have one. It is an interactive process where the course content is analyzed and discussed between students and teachers synchronously (videoconference, interactive chat - in both cases the student is free to choose where to enter the session) and asynchronously (forum, email) in a dialogical relationship [10]. Virtual education is based on a cooperative educational model where the participants interact using the information and communication technologies, mainly the internet and its associated services. Its objective is to allow the acquisition of Fig. 1. Upcoming meetings particular content and the construction of new knowledge from the improvement of skills (reflection, analysis, search, synthesis, C. Virtual tutoring among others) by the students. In some programs, virtual face-to- face meetings can be part of the final evaluation of the course so Now this is a way of thinking that does not question the attending the session could be a requirement to pass the course. purposes of university education [13]. For example, a virtual class should continue to be the praise for the transmission of B. Change university education knowledge, a virtual tutorial should continue to be the apology This new situation has certainly caught us off guard. for a deep and calm university conversation, and a virtual However, there is no evil that for good does not come, or, to be seminar should continue to be the defense of an open exchange more exact, that for goods does not come [14]. We point out three of ideas [15]. benefits that the new university reality brings with it. All these benefits allow us to think that a more innovative 1. Some students, and especially many teachers, have and creative university education is possible, that we have known the difference between synchronous and fantastic resources that we may not have valued until now, and asynchronous, a modem and a router, a program and an that help us to learn and others to teach and evaluate in other application, and so many other things. Yes, many of us different ways. consider that this new situation has given us the opportunity to do something like an advanced course in new technologies. Certainly, it is a gain to learn these kinds of issues, they help to catch up, and above all, they encourage you to get on one of the cars in which, surely, the university education of the next few years will go. 2. Many teachers and students have discovered a veritable sea of training possibilities. Certainly, virtuality is used for much more than to send and receive emails, hang and download documents, insert qualifications or minutiae of the same style. And what is more, something tells us that these possibilities are going to become realities, that is, that many teachers will incorporate virtuality in their teaching tasks when all this happens.

3. We have realized how important it is to have a computer with a face and eyes and adequate connectivity and, Fig. 2. List of my tutored in the virtual classroom therefore, how necessary it is to improve the socioeconomic conditions of not a few students and III. METHODOLOGY. teachers so that they can comply with the worthy The 98.97% of students managed to register their enrollment university training. This benefit should also be realized for the I Academic Semester 2020, a process that was carried out by our politicians. In any case, they will have to be entirely via the internet, having 13,106 students enrolled with the reminded day after day in case they are overlooked or old enrollment system and 3,575 with the new quality turn a deaf ear. management system, which is being implemented gradually. The research is quantitative and descriptive, it was carried out in the City of Puno-Peru, within the Unit Professional in Electrical Mechanical Engineering belonging to National University of the Altiplano that it imparts academic engineering programs to others for being multidisciplinary, since it has study programs in social areas, for which the results found apply to

other Higher Education Institutions in Peru. The instrument used Ingenieria Estadistica E Informatica 39 to collect information was a survey, which aims to identify those ICT-based tools that support undergraduate students who are Ingenieria Geologica 156 currently pursuing careers offered by the unit. The survey is Ingenieria Metalurgica 125 structured by 52 questions divided into 12 sections; the section used for the development of this work was “Virtual classrooms” Ingenieria Topografica y Agrimensura 143 which contained the following questions: How often do you use Total students 1150 Cisco Webex? How often do you use the Virtual Classroom?

How often do you use Meet?, among other general information. It should be added that the survey included quantitative variables IV. RESULT AND DISCUSSION like time (days). The results of the survey application are shown below in the The instrument was applied to a random sample of 3,581 “virtual classrooms” section. In Fig. 3 shows the number of students from an approximate population of 16,681, for the students using the Cisco Webex virtual classroom, the axis of the sample size, the calculation was used when the population size is ordinate of the graph represents the number of students and the known performed with the formula of equation 1. axis of the abscissa, shows the number of days per week that they make use of that tool.

800 (1) Students

Where: 600 N = population size Z = confidence level, p = probability of success, or expected proportion 400 q = probability of failure

d = precision (Maximum admissible error in terms of of students Number proportion) 200

For our case, a population size of 16,681 was used with a 0 security of 95%, an accuracy of 3% and an expected proportion 02468 of 5%. This tells us that surveys of no less than 73 are required Number of days per week of using Cisco Webex students in order to have 95% security; however, it was possible to survey 3,581 students. For the inclusion of the study subjects, Fig. 3. Analysis of data of students it was decided to carry out a random sampling independent of the semester or study program, this so that the information was not For the analysis of data on the level of usability of virtual biased, regarding the validity of the instrument, a Cron Bach test classrooms, a numerical scale was used that goes from 0 to 7, was performed at a pilot of 5 students, the result was a where 0 is never, 2 is 2 times a week, 3 is 3 times a week, 5 is 5 Cronbach's alpha (0.81). times a week and 7 is daily. Likewise, Fig. 4 shows the Likewise, a Pearson correlation was analyzed between the distribution of students by study program and it can be seen that selected variables and those presented in this study have a the majority are from Civil Engineering and Economics. positive and high correlation. The surveyed students were asked to choose the level of usability that these tools have. For the analysis of data on the level of usability of virtual Ingenieria Topografica y Agrimensura classrooms, a numerical scale was used that goes from 0 to 7, Ingenieria Metalurgica where 0 is never, 2 is 2 times a week, 3 is 3 times a week, 5 is 5 Ingenieria Geologica times a week and 7 is daily. Ingenieria Estadistica E Informatica

Ingenieria Economica

Ingenieria Civil TABLE I. STUDENTS PER CAREER Ingenieria Agronomica

Career Students Ingenieria Agroindustrial Ingenieria Agricola 119 Ingenieria Agricola

Ingenieria Agroindustrial 95 0 50 100 150 200 Students surveyed by study program. Ingenieria Agronomica 122 Ingenieria Civil 189 Fig. 4. Distribution of students

Ingenieria Economica 162 REFERENCES [1] Y. Zhao and X. Zhang, “Reflections on the Construction and Application of Virtual Simulated Experiment in University Physics” J. Research on Total Epime University Laboratory Work, no. 4. pp. 55-57, 2018. [2] H. Wang, “Comparative Study on the Physics Experimental Teaching

Regulares Models between Chinese and American Universities” J. Journal of Yunnan Agricultural University (Social Science Edition), vol. 7, no.1, pp. 54- 58,2013. Tercera Matricula [3] C. Shi, “The Rise of Virtual Reality: Time Machine or Hallucinogen” J. Modern Communication (Journal of Communication University of China), vol. 38, no. 6, pp. 95-99,2016. Cuarta Matricula [4] Y. Lu, Z. Yin, and Z. Shao, “Design of the Dynamic Traffic Information Prediction System Based on Multi-source Information Fusion” J. Automation & Instrumentation, no.10, pp.59-62, 2019. 19 92 344 455 [5] L. Shi, “Rational Cognition of the Application of the Virtual Reality Students Technology in Education Field” J. Journal of Dalian Education University, vol. 33, no. 4, pp.37-38, 2017. [6] Y. Huang, “Research Overview of the Application of Virtual Reality Technology in Education” J. China Education Information, no.1, pp.11-16, Fig. 5. Students at academic risk, with third and fourth enrollment Electrical 2018. [7] E. Scanlon , C. Colwell ,M. Cooper , et al., “Remote experiments, reversioning and re-thinking science learning” J. Computers & Education, vol. 43, no. 1, pp.153-163,Augest 2004. [8] Z. Wang, “Study on the Development and Application of Virtual Experiments in Junior High School Physics”[D]. Shandong Normal University, 2012. [9] W. Han, “Design and Realization of Virtual Physical Laboratory”[D]. Zhengzhou University, 2012. [10] V. Potkonjak, M. Gardner ,V. Callaghan, et al., “Virtual laboratories for education in science, technology, and engineering: A review” J. Computers & Education, vol. 95, pp.309-327, April 2016. [11] A. Hu, R. Zhang, D. Yin , et al., “Image quality assessment using a SVD- based structural projection” J. Signal Processing: Image Communication, vol. 29, no.3, pp. 293-302,2014. [12] Avello Martínez, R. y J.M. Duart, Nuevas Tendencias de Aprendizaje Mechanical Engineering UNAP case Colaborativo en E-Learning. Claves para su implementación efectiva, doi: 10.4067/S0718-07052016000100017, Estud. Pedagóg., 42(1), 271–282 (2016) [13] Bustos, A. y C. Salvador, Los Entornos Virtuales Como Espacios de Fig. 6. Meetings hosted for last 12 weeks Enseñanza y Aprendizaje. Una Perspectiva Psicoeducativa para su Caracterización y Análisis, ISSN: 1405-6666, Rev. Mexicana de Investigación Educativa, 15 (44), 163–184 (2010) V. CONCLUSIONS [14] Cakiroglu, U., Evaluating Students’ Perspectives about Virtual Classrooms Virtual classrooms are not fully used by students, however, if with Regard to Seven Principles of Good Practice, ISSN: 2076-3433, S. Afr. J. Educ., 34(2), 1–19 (2014) these technologies were used, students could increase their [15] Caputi, V. y A. Garrido, Student-Oriented Planning of E-Learning Contents academic performance taking advantage of the elements and for Moodle, J. Netw. Comput. Appl, doi: 10.1016/j.jnca.2015.04.001, 53, resources offered by this technology; also the classrooms digital 115–127 (2015). in higher education support to combat the educational backwardness, higher education schools must implement Internet access for the use of virtual classrooms on free platforms and servers; this to form quality human capital to promote the productive development of the country. In the figure 6, we can see the results of the last 12 weeks of 2020. This result shows the attendance of students in the Cisco Webex of the Electrical Mechanical Engineering career.

ACKNOWLEDGMENT

We are grateful for the facilities that were granted to carry out this work to the National University of the Altiplano for the academic program of Mechanical Electrical Engineering. Similarly to the subdirectorate of tutoring and social projection.

ANL9i Board: A Scorecard Designed for young STEM Professors and Researchers

Jose-Ignacio Castillo-Velazquez Rafaela-Blanca Silva-Lopez, ADVNETLAB, Autonomous University of Mexico City Metropolitan Autonomous University-Lerma Mexico City, Mexico Mexico State, Mexico [email protected] [email protected]

Abstract—ADVNETLAB Methodology was designed and management, three tools were designed. After five years of implemented in 2013 for academic projects, it included specific testing the design and obtaining successful results for instruments, two of them have been delivered for the academic academic projects and thesis advisory, the ADVNETLAB community. This time authors deliver the ANL9i Board, a tool Methodology and Kanban-Castillo Board were undisclosed which has proven their effectiveness in new bachelor STEM tools [9-10]. But also, successful results were obtained for engineers, but surely will be even more effective for new and projects such as UTILCON, a CMS (Conference Management young masters and doctors which will follow an academic career System) [11-13]. Since 2015 we have had new engineers as professors and researchers at universities or research centers. formed under the ADVNETLAB Methodology, this way we have had 7 years of testing and obtaining successful results for Keywords—Performance evaluation, quality models, professional formation, balanced scorecard, Projects based young professionals. Some successful results for young learning, engineering. engineers were bachelor thesis document and IEEE conference or journal papers resulted [14-23]. Previous work I. INTRODUCTION showed interesting results using cluster analysis to improve the methodology. On one hand this methodology has proven Around the world higher education institutions are their effectiveness and to be successful, but lot of work is different and diverse, anyway an intense competition has been required. Despite efforts, thesis advisory times for the created and feed between universities, so as an intend to make complete process including bachelor thesis and indexed paper comparisons ranking systems have been developed. Some publications has not being reduced below an average of 15 ranking system make comparisons inside countries or in months, our best result in time, being our main limit to the specific regions or even globally. Independently if ranking methodology. Till today is to soon to tell if this time is, maybe systems are biased to favor certain institutions, and the even the balance point between quality and quantity, but we are on the fails and critics, many universities use these ranking the path. Considering all the previous facts, lets begin with the systems for marketing and for obtaining economic resources, key question: Could it be possible design a tool, such as a degree recognitions, and coalitions. The diversity of criteria scorecard board, which could be useful for professors and used by the different ranking systems could make a specific researchers to evaluate their own academic performance? university could appear in different places for different ranking systems, most of them are oriented to research much Scorecards are strategic planning frameworks used as more than to teaching, and the most popular for global performance measurement systems in 1992 and now belongs comparisons use research output and faculty quality as the to the best practices for projects products and services. In 2003 main criteria among other which could be questionable. the use of balanced scorecard was proposed to improve the Research output and faculty quality are two criteria used by Corporate Governance and Boards work for any institution in Academic Ranking of World Universities (ARWU) (2009- general [24-25]. Then after years of applying this China), the QS World University Rankings (2010-UK), and methodology, this kind of balanced scorecards were reviewed the Times Higher Education World University Rankings as a performance evaluation method for financial (2010-UK) [1-3]. Even the rest of ranking systems use the measurements in several small and medium industrial citation impact from academic journals indexed by Web of companies [26-28]. Some evidence indicates just elite Science. The main problem for international ranking systems companies use balanced scorecards in a number of areas but is the orientation to English journals, making a clear also there are specific factors for the use of balanced scorecard disadvantage for all those countries not English oriented and for measuring performance even this 2020 in the engineering for disciplines in social sciences and humanities. Anyway, for sector, some with specific emphasis in industry 4.0 [29]. Science, Technology, Engineering, and Mathematics (STEM) those ranking systems could be affordable, also using The objective of this paper is to disclosure and share the SCOPUS and WoS. In this direction we can ask ourselves how third tool from ADVNETLAB Methodology, the ANL9i- to increase the local impact inside the faculties related to Board. This scorecard tool was designed from best practices STEM, maybe three main aspects could be covered, facilities to help young STEM professionals which will develop their and laboratories, the support and resources for students and career as professor and researcher. Section II describes the the professors and researchers and their support. In any case it scorecard design as a specific tool. Section III shows a testing could be thought as different approaches for the knowledge case, then Section IV offers brief conclusions. This product and experience with Project Based Learning (PBL) [4-8]. can benefit full time professor and researchers in a country, for example in Mexico this characteristic correspond to 29% Now consider specifically we are interested just in making of all teachers working for Superior education Institutions, but a proposal for helping professors, researchers with best particularly for the 0.7 researchers working for R & D for practices for academic projects and thesis advisory. So, in every 1,000 workers, (7.7 for OCDE countries) [30]. 2013 the ADVNETLAB (Advanced Networking Laboratory) project was launched and for supporting projects

978-1-7281-7118-0/20/$31.00 ©2020 IEEE II. METHODOLOGY AND ANL9I TOOL DESIGN Based on 24 years of experience in academy and industry applying best practices for projects, a board as scorecard was designed and tested for years, some cases were indicated in references. Now it is time to make it available trying to help young and new professionals which got a bachelor, master or doctoral degree which are now or will be immersed in an academic career as professor or researcher or both. For the design of the tool the three big “profiles” of the professional spectrum were considered, as shown in figure 1. The left side shows the academic pure profile, it points to professors and researchers which all their productive life is dedicated to academy. The right side of the picture shows the practitioners Fig. 2. ANL-9i preliminaries to model 2008-2012. or the ones in the industry profile, it points professionals which all their productive life is dedicated to industry. In the A. ANL9i as Scorecard middle of the spectrum are those professionals combining ANL9i Board as scorecard was designed to help new work in academy and in industry in different moments. It professionals and young professors or researchers to monitor means a period as full time in academy or full time in industry their chosen profile in the spectrum of full teaching or full in different moments or because a combination of activities or research sides of the academic spectrum, it is shown in figure even work in academy and consulting or work in industry and 3. Now its time to explain the how to use and make the partial time in academy at the same time or any combination. interpretation for this tool. This way, we can find a spectrum at universities from partial time lecturers, full time lecturers, to full time professors The ANL-9i board consider the four key functions without or with tenure, or even full time researchers. developed by professors and researchers, then those functions are divided in a total of nine key activities (KA) indicating five levels of advance for each key activity. KA are arranged in the four key functions, three teaching key activities are grouped in a green border, divulgation key activities are grouped in a black border and research key activities are grouped in a red border. Finally, the management activities are grouped in the yellow border. Management activities are considered the first level to put on any specific activity, that is the reason it appears to be common to all KA, it means it is the initial step for any academic activity.

Fig. 1. Professional Spectrum for STEM professionals.

For the academy profile in general there are four key functions such as teaching, research, divulgation, and management. In practice some professionals move toward the professor profile but others to the research profile. Then four questions appear among colleges around the worlds: • How to identify in a measurable way, which is the real profile for a professional in the spectrum, as indicated in figure 1? • On the academic profile. How to determine if duties are balanced for a professor-researcher? • Is a specific profile constant in time or it changes? Fig. 3. ANL-9i Board, Scorecard for ADVNETLAB. • How to help professionals to know their real profile without believes about themselves. B. ANL9i as a quantitative tool Consider a young professor and researcher using this tool for a year (maybe 45 effective weeks or 1800 hrs. by year) to So, based on the four key functions indicated, a monitor and control its daily, weekly, or monthly work. Is it preliminary ANL-9i was used in 2008 as tool for the possible to determine if their semi annual or annual work was measurement of the performance evaluation for professors more oriented to teaching or more oriented to research? and researchers in a group of colleagues. The preliminary way If most of the annual activities are covered by the green to make the auto performance evaluation is shown in figure 2. border its clear, a professional is more a teacher than a But after five years, it was considered incomplete and not researcher, so the ANL9i will help to visualize in a qualitative enough to map reality in an easy way. way on profile or even the other. So ANL-9i balanced scorecard is complemented, as in (1), which counts the means around 40.3% teacher and 59.7% researcher, investing number of hours for each key activity, forcing the 2,000 hrs. The courses reported four for bachelor and one for professional to consider this tool as a qualitative and postgraduate, events reported a Seminar. STEM quantitative tool. dissemination reported keynote talks, interviews in different media. On the research side a total of four thesis, 6 conference Τhx = Σ tka (1) and 1 journal papers, 2 books, referee for 8 conference papers and 1 approved the registration for software. Equation (1) is applied for each of the four key functions, so Tht is the total in hour for teaching. Thd is the total in hours for dissemination of the knowledge. Thr is the total in hours for research and Thm is the total of hours for management. So, at the end, as in (2), it can be applied and their corresponding percentage could be obtained, so it will determine quantitatively in time if a professional is more a teacher or a researcher.

%Th = %Tht + %Thd + %Thr + %Thm (2)

If the ideal 25% is a contribution for each key function we could talk about an balanced professor researcher (50/50), an 80% for %Thr cloud indicate we are facing a researcher or a 80% for %Tht cloud indicate we are facing a professor.

III. TESTING AND RESULTS Fig. 5. Case 2 for a full time academic oriented (equilibrated). After designing and running the ADVNETLAB methodology, it was tested from 2013 till 2020 when Figure 6 shows the case 3, indicating a specific case 3 for directing 13 successful bachelor theses through all stages. a falling in research function, investing in total 2,000 hrs. Some colleagues are using the ADVNETLAB methodology and their instruments, but also young engineers which worked their bachelor thesis at the laboratory. Now they are applying the ANL-9i board as a scorecard and Kanban- Castillo tool for their projects. Users refers benefits not only from the methodology but from the ANL-9i tool when designing, synthesizing, producing, evaluating, and working in groups. The baseline for three different kind of users are shown in figures 4, 5 and 6. Lets check three experimental cases which will help us to understan the effectiviness of the ANL-9i model. Figure 4 shows the case 1, a specific case falling at the teaching side having near to 1,800 hours in total, after using equations 1 and 2.

Fig. 6. Case 3 for a full time academic oriented (Researcher).

So, after applying ANL-9i board and quantification to 20 members in full time academic profile, just three characteristic subprofiles emerged. One as the declared teacher, on the other side of the spectrum the declared researcher and one in the middle as the equilibrated profesor- researcher, as shown in table I.

TABLE I. ANL9I AS A QUANTITATIVE TOOL

Professor and Researcher Subprofiles (Per weeek) Time Teacher Equilibrated Researcher Tht 18 / 45% 12 / 30% 6 / 15%

Fig. 4. Case 1 for a full time academic oriented (Teacher). Thd 8 / 20% 8 / 20% 8 / 20% Thr 6 /15% 12 /30% 18 /45% Figure 5 shows one experimental case 2 for a professor and researcher who obtained this ANKL9i board as scorecard and Thm 8 /20% 8 / 20% 8 / 20% obtained a %t indicating an slight orientation to research, it Th 40 hrs. / 100% 40 hrs. / 100% 40 hrs. / 100% IV. DISCUSSION AND CONCLUSIONS [14] Jose Ignacio Castillo and Noe Galicia, “Routing algorithms applied to an advanced academic network known as CUDI”, IEEE Latin America The combined use of tools generated from ADVNETLAB Transactions, Vol 14, No. 6, pp 2974-2979, June 2016. DOI: methodology had proven successful results when applied to 10.1109/TLA.2016.7555284. academic projects. But much more running must be [15] Jose-Ignacio Castillo-Velazquez and José-Joaquin Sanchez-Trejo, developed. Authors think applying this tools could maintain “Emulation for CLARA´s operation, the advanced network for Latin focused to young professors and researchers to center their America”, 2016 IEEE ANDESCON Proceedings, Electronic ISBN 978-1-5090-2532-9; Arequipa, Peru, Oct. 19-21, 2016. DOI: energy on specific and desired results. Using the ANL9i board 10.1109/ANDESCON.2016.7836205. as a kind of board of controls, a true scorecard guiding their [16] Jose-Ignacio Castillo-Velazquez, Daniel-Javier Serrano-Martinez and academic activities and letting themselves monitoring their Augusto Morales, “Emulation of backbone´s connectivity and maturity level in their daily academic activities. As future management for the advanced network in Latin America: 2016´s work, workshops will be deployed to offer examples of topology”, 2017 IEEE SENSET, International Conference on Sensors applications for young professors and researchers. This is Networks Smart and Emerging Technologies, Beirut, Lebanon, Sept, 2017. DOI: 10.1109/SENSET.2017.8125029. mainly directed to young researchers because traditionally [17] Jose-Ignacio Castillo-Velazquez, Daniel-Javier Serrano-Martinez and middle and advanced age professors and researchers could Augusto Morales, “Emulation of the conectivity of backbone and have their own know-how based on a long time and essay and management for the layer 3 service of Internet2: 2016´s topology”, error through time. Authors are convinced that transfering 2017 CONCAPAN, Managua Nicaragua, Nov, 2017. know-how to young professionals about being professor and [18] Jose-Ignacio Castillo-Velázquez, V. R. Cobos Panduro, W. R. researcher, could lead them to adopt best practices and Marchand Niño, “IPv6 Connectivity and Management Emulation for develop a focused career in our very demanding profession. REUNA, the Chilean Advanced Network”, 2018 IEEE XXV International Conference on Electronics, Electrical Engineering and Computing (INTERCON), Lima, 2018, pp1-4. DOI: ACKNOWLEDGMENT 10.1109/INTERCON.2018.8526390. Our acknowledgment goes to ADVNETLAB Project and [19] Jose-Ignacio Castillo-Velazquez, F. DeLaCruz-Alejandre and M. Departamento de Sistemas de Información y Comunicación, Huerta, "An Approach to Management Assessment for GEANT Division de Ciencias Básicas e Ingeniería, UAM Lerma. Backbone Using GNS3 for SNMPv3," 2018 IEEE 38th Central America and Panama Convention (CONCAPAN XXXVIII), San Salvador, 2018, pp. 1-6. DOI: 10.1109/CONCAPAN.2018.8596667. REFERENCES [20] Jose-Ignacio Castillo-Velazquez; Efll-Yovanca Ramirez-Diaz; [1] ARWU, [online: August 2020]. http://www.shanghairanking.com. William Rogelio Marchand Niño, "Use of GNS3 Cloud Environment [2] QS University Rankings [online: August 2020]. for Network Management Emualtion when Comparing SNMP vs https://www.topuniversities.com/ Sysylog Applied Over an Advanced Netwrok" 2019 IEEE 39th Central [3] The World University Rankings [online: August 2020]. America and Panama Convention (CONCAPAN XXXIX), Guatemala, https://www.timeshighereducation.com/. 2019, pp. 1-6. [4] S. Bell, “Project-Based Learning for the 21st Century: Skills for the [21] Castillo-Velazquez Jose-Ignacio, Daniel-Javier Serrano-Martinez and Future,” Routledge, vol. 83, no. 2, pp. 39-43, 2010. Huerta Monica, "Management Emulation for Advanced Netwotks Interconnection in all America: 2019 topology" 2019 IEEE 39th [5] B. Johnson and R. Ulseth, "Professional competency attainment in a Central America and Panama Convention (CONCAPAN XXXIX), project-based learning curriculum: A comparison of project-based Guatemala, 2019, pp. 1-6. learning to traditional engineering education," 2014 IEEE Frontiers in Education Conference (FIE) Proceedings, Madrid, pp. 1-4, 2014. [22] Jose-Ignacio Castillo-Velázquez, Luis-Carlos Revilla-Melo, "Management Emulation of Advanced Network Backbones in Africa: [6] Y, Gülbahar & H. Tinmaz, “Implementing Project-Based Learning 2019 Topology," 2020 IEEE Canadian Conference of Electrical and And E-Portfolio Assessment In an Undergraduate Course,” Journal of Computer Engineering (CCECE), London, Canada, 2020, pp. 1-6. Research on Tech. in Education, vol.38, no. 3, pp. 309-327, 2014. [23] Jose-Ignacio Castillo-Velázquez, Alonso Delgado-Villegas, "GNS3 [7] S. Jacques, S. Bissey, A. Martin, “Multidisciplinary Project Based Limitations when Emulating Connectivity and Management for Learning Within a Collaborative Framework: A Case Study on Urban Backbone Networks: A Case Study of CANARIE.," 2020 IEEE Drone Conception,” iJET vol. 11, no. 12, pp. 36-44, 2016. Canadian Conference of Electrical and Computer Engineering [8] B. Johnson, R. Ulseth, C. Smith and D. Fox, "The impacts of project- (CCECE), London, Canada, 2020, pp. 1-6. based learning on self-directed learning and professional skill [24] Kaplan, Robert S. and Michael E. Nagel. “Improving Corporate attainment: A comparison of project-based learning to traditional Governance with the Balanced Scorecard,” Harvard Business School engineering education," 2015 IEEE Frontiers in Education Conference Working Knowledge; #04-044, (December), pp. 1-9, 2003. (FIE), El Paso, TX, pp. 1-5, 2015. [25] Kaplan, Robert S., Palepu, Krishna and Hollis Heimbouch. “Boards [9] J. Castillo-Velazquez and R. Silva-Lopez, "Tuning to ADVNETLAB and Corporate Governance: A Balanced Scorecard Approach,” Methodology for thesis advisory in science and engineering for Harvard Business School Working Knowledge; (November), pp. 1-4, ICT,"2018 IEEE XXV International Conference on Electronics, 2003. Electrical Engineering and Computing (INTERCON), Lima, 2018, pp. 1-4. doi: 10.1109/INTERCON.2018.8526417. [26] Budde, J. “Performance measure congruity and the balanced scorecard”, Journal of Accounting Research, Chicago, Vol. 45, No. 3, [10] J. Castillo-Velazquez, R. Silva-Lopez, M. Huerta, "ADVNETLAB pp. 515-539, 2007. Methodology: How to improve quality in software development and engineering projects" 2020 IEEE ANDESCON, Quito, 2020, pp. 1-6, [27] Tayler, W. B. “The balanced scorecard as a strategy-evaluation tool: the effects of implementation involvement and a causal-chain focus”. [11] J. Castillo-Velazquez and M. Trigueros-Galicia, "UTILCON beta: A The Accounting Review, Sarasota, Vol. 85, No. 3, pp. 1095-1117, Free Trainer for Conference Mangement Systems in Spanish," 2018 2010. IEEE 38th Central America and Panama Convention (CONCAPAN XXXVIII), San Salvador, 2018, pp. 1-6. [28] Cardoso Vieira Machado, Maria Joao, “Balanced scorecard: an empirical study of small and medium size enterprises”, Review of [12] J. Castillo-Velazquez and M. Trigueros-Galicia, "UTILCON 1.0: A Business Management ; Vol. 15, No. 46, 2013. Conference Management System trainer in Spanish with strict refereeing control," 2019 IEEE XXVI International Conference on [29] Eva Benkova, Peter Gallo, Beata Balogova and Jozef Nemec, “Factor Electronics, Electrical Engineering and Computing (INTERCON), Afecing the Use of Balanced Scorecard in Measurement Company Lima, Peru, 2019, pp. 1-4, doi: 10.1109/INTERCON.2019.8853831. Performance”, Rev. Susatainability, Vol. 12, 1178, 2020. [13] UTILCON, Conference Management System. 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Peruvian Professors respond for teaching from virtual context. Key Success Factors in Engineering.

Jesús Gabalán Coello Jimmy Túllume Salazar María Luisa Nieto Taborda Corp. PENSER / Universidad ICESI ICACIT Universidad Católica de Pereira Pereira, Colombia Lima, Perú Pereira, Colombia [email protected] [email protected] [email protected]

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Abstract— This article describes the main challenges faced confinement of students and Professors, has created a network by Peruvian Professors in terms of the methodological change of multiple effects on all actors in the educational process. In originated as a result of the confinement situation for Covid-19, the case of universities, they have had to take a series of which has forced the face-to-face academic processes to shift to measures to comply with government instructions, while digital face-to-face academic processes, in which changes have trying to provide Professors and students with the information originated significant in the pedagogical component, digital technology and technology infrastructure that allows them to skills, work rationalization, among others. A structured continue their academic activities at a distance. It is stated that questionnaire is applied to Peruvian Professors with the aim of the pandemic produced by the coronavirus, by closing knowing the opportunities for improvement to strengthen the educational institutions as physical spaces, canceled its faculty. This study contrasts with Peruvian Professors in the creative side; that is, its liberating potentialities. What remains field of engineering and the level of advancement or delay with respect to the rest of the Professors studied. is part of its basic regulatory function: certifying and creating age cycles [7]. Keywords—digital presence, professors training, pandemic, Virtuality is based on the existence of virtual environments engineering education. for learning, which allow the student to achieve learning results from the incorporation of both synchronous and I. INTRODUCTION asynchronous tools. However, the emergency situation has led As a result of the health emergency situation in the whole to virtuality being understood in most cases as the way to world in 2020, due to the pandemic caused by Covid-19; In connect Professors and students in real time during normal addition to the irreparable loss of human life, many sectors of class hours, many times to work on the same contents as if society have suffered seriously as a result of the confinements they were It was a conventional teaching-learning declared by the countries as a measure that minimizes the environment. This has raised a significant juncture since it has probability of contagion. In this sense, the education sector has given rise to a series of hybrids that still have to be evaluated not been oblivious to these problems and in many institutions to know the effectiveness in the learning process of students. around the world it has gone from mostly face-to-face Higher education institutions should take advantage of these academic work to schemes that try to respond from digital opportunities to strengthen data monitoring, documentation, presence, remote assistance or virtuality. Community and evidence-based practices of the services and programs transmission represents a particular challenge for Higher offered to students [8]. Education Institutions and the activities they develop within a Campus [1]. According to UNESCO reports, as of March Along these lines, it is imperative to recognize the 30th, 166 countries had closed their schools and universities. fundamental role of Professors in the acquisition of learning Globally, 87 percent of the student population was affected by by students. A Professor is a natural mediator between skills these measures; that is to say, about 1,520 million students. and knowledge and their acquisition by students. Various Furthermore, around the world, around 63 million Professors studies have pointed out the importance of focusing actions on stopped working in classrooms [2] teacher training, not only on pedagogical aspects but also on aspects that tend to strengthen the digital skills of Professors. However, it is necessary to point out that a large part of the The transfer from school to home has made it clear that institutions were not fully prepared to face a challenge of such teaching processes require training and professionalization, magnitude, despite the fact that during the last 20 years the thereby claiming the teaching function [7] Equipping incorporation of information technologies has been working Professors with standardized home teaching equipment across from various institutional discourses and communication to the country, especially standardized electronic devices to meet support academic processes. Covid-19 will have an impact on the needs of online teaching and individual tutoring in the the quality of the educational public service. Thus, there will home setting. The students' need for basic learning equipment be a drop especially in student performance on state census should also be considered [9] [10]. tests. [3]. This critical situation reveals many concerns, such as the deterioration in the quality of education and the future It is therefore absolutely necessary to know the main of students [4]. In addition, many times students, if they have challenges faced by Peruvian Professors, given that the a guaranteed internet connection, must share the devices and contexts are totally different, and perhaps aspects that in other have to deal with the possible effects of the pandemic on countries are the basic level of the teaching-learning process health, emotions, physical activities and those of youth [5]. mediated by CIT should be strengthened. The challenges faced by Professors to use information and communication Regarding technological adaptation, it is pointed out that technologies and transform their purely technical use to the people resist change without understanding the need and management of pedagogically useful tools have been widely importance of it and when a situation arises, everyone must studied at the global and institutional level [11]. adapt to change willingly and reluctantly [6]. The compulsory suspension of classes at all educational levels, with the home

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It is important to note that teacher training can enhance • Rationalization of work: It investigates the student learning in educational programming for instructors to intensification of the hours of dedication to the subject as a facilitate objectives aligned with the learning objectives of consequence of the digital presence. higher education institutions [12]. This is accompanied by the strengthening of remote supervision systems (e-proctoring), • Digital competences: It inquires about the preparation which are conceived as an attempt to equalize vigilance on the around the digital competences of Professors and their incidence of academic dishonesty between online and face-to- effectiveness to face the current crisis. face assessment tests [13]. In the same way, it is suggested that • Technology and resources: Inquire about what kind of the online education format can be useful in the post-pandemic technological tools and digital resources Professors have at period, especially in the case of students with special needs their disposal and the use they make of them. [14]. • Evaluation: Inquires about the type of evaluation carried Another obligatory reflection is on the ability to adapt out and if it corresponds to an evaluation of virtual learning depending on the disciplinary fields, since there are fields in environments. which presumably it will be much more difficult to carry out the academic process, some studies document this situation. III. RESULTS For example, it is more difficult to switch to online teaching The results are presented according to the variables: in engineering courses or courses that require hands-on training (for example, dealing with hardware or physical A. Pedagogy components in a computer engineering program) than courses Regarding their preparation at the pedagogical level to only offer theoretical concepts [15] [ 16]. face the classes remotely, Peruvian Professors consider that In South America there are some important gaps with they were prepared to a high degree (36%) and very high respect to developed countries, since the social, economic and degree (15%). For their part, 42% consider that they had a cultural context limits the possibility of access to technologies, medium degree of preparation and 7% low. It is highlighted with more emphasis on rural sectors. That is why this study that, by areas of knowledge, the best-prepared Professors are tries to determine what is the perception of Peruvian in their order: a) of economic, administrative and related Professors about the development of classes in digital, remote sciences, b) of engineering, architecture, urban planning and or virtual presence in order to identify opportunities for related, and c) of mathematics and natural sciences. It is noted improvement that constitute action plans. In the same way, the that these areas are a systemic part of the engineering curricula study makes a parallel with engineering Professors and their of Peruvian universities. preparation based on pedagogical and digital skills to face the It is also evidenced that there is no behavior or trend current crisis. according to the years of experience of the professor, that is, greater trajectory in the teaching profession, does not II. METHODS necessarily imply greater preparation to approach education in In times of pandemic crisis, various studies have been virtual settings. In general, Peruvian Professors consider that carried out with the aim of identifying the situation of higher they had a medium and high level of preparation, however, it education [6], addressing variables such as: technological is striking that those Professors with an undergraduate level adaptation, teaching and learning, student commitment and feel better prepared than Professors with a Ph.D. and younger the experience of the student. Professors towards virtual ones (in a range between 36 and 45 years), feel better prepared classrooms. The methodological elements of the research than those over 46 years. carried out are summarized below: In terms of training, the presentation of content is the • Population and sample: The population under aspect in which Professors feel best prepared. On the other study corresponds to Professors of the Peruvian hand, they consider it necessary to strengthen the development university system who usually carry out their of methodologies, discussion strategies and the evaluation of academic work in the face-to-face mode. A simple learning. random sampling is developed. In this case, Peru has 201 records of Professors who meet the inclusion Regarding the level of fulfillment of the learning criteria. objectives set at the beginning of the semester, the areas of knowledge such as economic, administrative and related • Type of study: Descriptive. sciences and the social and human sciences stand out. In the • case of engineering companies, the majority are in medium Procedure: Hetero-evaluation and self-evaluation (55%) and high (35%) compliance with their objectives. The are used through questions formulated to the actors. foregoing is possibly related to the need to continue working • Technique: Survey. on the incorporation of virtual scenarios for practices and laboratories used in the course of professionalizing subjects. • Instrument: Opinion questionnaire for Professors about Higher Education in times of Covid-19. This In general, Professors from private institutions in Peru instrument has completed the conceptual validation consider that they have fulfilled the objectives better than phase by experts. The survey consists of 19 closed those of public universities. and open questions that account for 5 variables. B. Rationalization of work Variables addressed: The results show a significant increase in work. In more • Pedagogy: It inquiries about the level of pedagogical than half of the cases of the Professors under study, it preparation of the teaching staff and the possibility of meeting increased by more than 5 hours, a trend consistent with the the objectives of the subject. Professors in the engineering area who have increased their work per week by more than 5 hours (52%) and between 2 engineering Professors, this consideration represents 31.6%. and 4 hours (43%). In this area of knowledge, the greatest difficulties identified have been of a technological nature, related to connectivity Around half of the Professors in the sample consider that and access to equipment and resources (41%); psychological, the work assigned to students has increased and less than 15% associated with stress, exhaustion and predisposition to that it has decreased. virtuality (24%); pedagogical in relation to the use of tools On the other hand, in 80% of the cases, the classes are and methodologies in digital environments (18%); and of a held at the usual time and with the same duration as in face- curricular type, which mainly obey the adaptation of content to-face conditions. and evaluation processes (16%). C. Digital skills In general, the concerns of Peruvian Professors in the engineering area about the situation of digital presence have About 80% of professors evaluate the application of to do with the imperative need for practical classes and work virtuality to their courses with the highest marks: 4 and 5 and in the laboratory or field in some topics or subjects, and in only 2% give an assessment of 2 points or less. This trend is general, the adaptation of the curriculum to virtual similar in the engineering area, with a 75% average high and environments with the adoption of methodologies and tools high valuation. that promote the teaching-learning process and evaluation. In general, Professors, including engineering Professors, Likewise, they express as a challenge the need to guarantee feel the need to strengthen their digital skills regardless of connectivity conditions and basic technological resources for their age range. Although 80% of engineering Professors students and to address the psychological stress generated by have received previous training on this subject, it is an the emergency and the low willingness of participation and opportunity that Professors from private universities claim to active interest on the part of some students in the educational have had, who also state that the usefulness of these training process. has been average and it is striking that more than 10% IV. DISCUSSION consider that their utility has been low or none. The approach made to higher education in times of digital D. Technology and resources presence, allows to contrast and confirm some relevant During the time of digital presence, Peruvian Professors contributions in the matter and identify key success factors in have used mainly: a) email (95%), b) applications for virtual relation to engineering in facing the situation faced by the meetings such as Zoom or Meet (85%) and c) learning education sector at the level world. Consistent with other management systems -LMS- such as Moodle or Classroom studies [15] [16], adaptation to virtual education differs (78%). In the case of engineering, the behavior is similar, according to areas of knowledge. Therefore, if we do not with greater use of email and less use of LMS: a) applications return to face-to-face scenarios fully, it will be necessary to for virtual meetings such as Zoom or Meet (87%), b) learning comprehensively address the incorporation of partial face-to- management systems -LMS- such as Moodle or Classroom face schemes, or the development and adoption of robust (72%) and c) email (71%). virtual educational tools that allow optimal simulations and laboratory and field work, especially for areas of knowledge They are less used and remain to be explored, both for such as engineering, which for the most part, do not consider Peruvian teachers in general, and for those of engineering: themselves to be fully meeting their learning objectives. This, social networks, video platforms and especially pedagogical however, is a scenario that clearly implies maturity and a long tools to promote interaction such as Kahoot, Socrative, and costly development process for institutions and a Quizlet, among others, remain to be explored. In general, the challenge for Professors. Professors agree or partially agree with having sufficient electronic bibliographic resources for the development of As specific aspects, the study makes it possible to show remote academic activities, however, 60% only use them to a the need to review the associated workload that has implied medium or low degree. the transition to virtual environments of Peruvian Professors and the specific need for training in the use of digital tools, E. Evaluation electronic resources, pedagogical strategies, and even, in line A percentage of Professors (36%) consider that the with other contributions [5], a psychological approach for evaluation they carry out corresponds effectively to virtual Professors that allows its proper exercise and accompaniment environments, a lower percentage than the general total of to students. teachers studied. More than half say that it partially Although it will be the object of later studies to specify corresponds and 12% consider that the evaluation does not the performance of students in tests and if the possible correspond to virtual environments; showing a scenario in variations are due to an effective decrease in educational which the evaluation would not be carried out optimally quality, or to ethical misconduct by students; it can be according to the current learning environment. evidenced, although not a drop in performance [3], if an Likewise, more than half of the engineering Professors important alert from the Professors' perspective is not doing consider that they have carried out a feedback process to a evaluations optimally adapted to virtual settings, this being high or very high degree and almost 40% to a medium degree. one of the main challenges manifested, as well as, In agreement with other countries [4], the perception of decrease Difficulties and challenges in the quality of higher education according to an important More than 30% of the Professors who participated in the group of academics in the engineering area. study consider that the situation of digital presence derived from the health emergency caused by Covid19, has led to a Despite the fact that some affirm that confinement leads decrease in the quality of higher education. In the case of to the loss of creativity and liberating potential in education [7], the results of the study are considered positive, while the perception of Professors in general, if it poses great https://connect.chronicle.com/CS-WC-2020- challenges but also shows important results, being the CoronavirusFreeReport_LP-SocialTraffic.html. [Accesed: 27-jun- situation of digital presence an opportunity to advance in the 2020]. [6] V. Shenoy, S. Mahendra and N. Vijay, “COVID-19 Lockdown: improvement of teaching skills and in the use of different Technology Adaptation, Teaching, Learning, Students Engagement tools that will enrich even face-to-face education. This, and Faculty Experience,” Mukt Shabd Journal, vol. 9, no. 4, pp. 698- however, requires a whole effort and process of institutional, 702, 2020. academic and individual development. There are open [7] IISUE, Educación y Pandemia: Una visión académica. Ciudad de questions about the conception of virtuality by Professors, México: UNAM, 2020. who in general consider that they are making an adequate [8] C. M. Toquero, “Challenges and Opportunities for Higher Education application to their courses, however it is evident that the amid the COVID-19 Pandemic: The Philippine Context,” Pedagogical usual schedule and duration of classes in face-to-face, has Research, Vol. 5, no. 4, pp. 1-5, 2020. been maintained. that could explain the effect of workload, [9] W. Zhang, Y. Wang, L. Yang and C. Wang, “Suspending Classes Suspending Classes Without Stopping Learning: China’s Education stress and mental and physical exhaustion; in addition to the Emergency Management Policy in the COVID-19 Outbreak,” Journal little use that is observed of pedagogical tools other than of Risk and Financial Management 2020, pp. 13-55, 2020. virtual meetings, remote presentation of content, email and [10] M. Sanchez et al., “Retos educativos durante la pandemia de COVID- traditional class managers (LMS). 19: una encuesta a profesores de la UNAM”, Revista Digital Universitaria, Ahead of print, 2020. In relation to the above, as well as the effectiveness of [11] J. Zubieta, T. Bautista y A. Quijano, Aceptación de las TIC en la teacher training and evaluation processes, it will be necessary docencia: Una tipología de los académicos de la UNAM. Ciudad de to contrast these results with the appraisals of students and to México, México: Porrúa, 2012. delve into later comparative research. [12] R. Ludeman et al., “Student Affairs and Services in Higher Education: Global Foundations, Issues and Best Practices” UNESCO, 2009 V. CONCLUSIONS [Online]. Available: https://unesdoc.unesco.org/ark:/48223/pf0000183221. [Accessed: Once the study was carried out, it was possible to know May 30, -2020]. the Professors' perception regarding pedagogical preparation, [13] F.J. García-Peñalvo, “Online Assessment in Higher Education in the work rationalization, digital skills, resources and technology Time of Covid-19,” Education in the Knowledge Society, vol 21, pp. and evaluation, identifying ways still to be traveled. Great 1-26, 2020. efforts by Professors are evident in trying to establish effective [14] G. Basilaia and D. Kvavadze, “Transition to Online Education in teaching-learning processes, however, the emergency has Schools during a SARS-CoV-2 Coronavirus (COVID-19) Pandemic in generated certain levels of autonomy that cause them to Georgia,” Pedagogical Research, vol. 5, no. 4, pp. 1-9, 2020. respond from what is believed to be virtual education. In [15] J. Bourne, D. Harris and F. Mayadas, “Online Engineering Education: Learning Anywhere, Anytime,” Journal of Engineering Education, practical terms, most Professors use synchronous tools for the vol. 94, pp. 131-146, 2005. development of their classes, which shows a digital presence [16] Y. A. Alshehri, “How the Regular Teaching Converted to Fully Online rather than a strictly rigorous virtuality. Teaching in Saudi Arabia during the Coronavirus COVID-19,” Creative Education, vol. 11, pp. 985-996, 2020. In the same way, when investigating the engineering faculty, there are two aspects to be highlighted that should be studied in future studies in more detail: 1) It is a disciplinary field that has a prevalent practical approach (laboratories, applied cases, etc.) , requires a fine task of transforming face- to-face classes into virtual classes and 2) Professors have had a significant relationship with information and communication technologies compared to Professors from other areas of knowledge, which could be termed as an advantage when trying to incorporate digital components in your courses.

ACKNOWLEDGMENT This article was developed as part of the research project CP-2020-001-PENSER. The authors are grateful for the financial and logistical financing provided by the PENSER Research Group belonging to the PENSER Corporation.

REFERENCES [1] M. P. A. Murphy, “COVID-19 and emergency eLearning: Consequences of the securitization of higher education for post- pandemic pedagogy,” Contemporary Security Policy, vol. 41, no. 3, pp. 492-505, 2020. [2] IESALC-UNESCO, El coronavirus-19 y la educación superior: impacto y recomendaciones, consultado el 1 de julio de 2020. [3] E.J. Sintema, “Effect of COVID-19 on the Performance of Grade 12 Students: Implications for STEM Education,” Eurasia Journal of Mathematics, Science and Technology Education, vol. 16, no. 7, 2020. [4] M. Usak et al, “New playmaker in science education: COVID19,” Journal of Baltic Science Education, vol. 19, no. 2, pp. 180-185, 2020. [5] “Moving Online Now. How to Keep Teaching during Coronavirus”, The Chronicle of Higher Education, 2020. [Online]. Available: Peruvian students in pandemic: Digital gap and

what is done from engineering programs?

Jesús Gabalán Coello Jimmy Túllume Salazar María Luisa Nieto Taborda Corp. PENSER / Universidad ICESI ICACIT Universidad Católica de Pereira Pereira, Colombia Lima, Perú Pereira, Colombia [email protected] [email protected] [email protected]

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Abstract—This article addresses the situation of students in that the whole family uses, and they have the need to continue the current crisis about coronavirus pandemic, in which they their learning activities of the various subjects registered, have had to migrate from face-to-face academic processes to through homework , virtual conferences and a series of virtual or assisted academic processes from digital approach. In overlapping duties. In general, the pandemic is a unique time this sense, the study explores a series of variables on the new to drive project work. Students already know how to work like ways of developing the teaching-learning process and identifies this, only now the project would have to be an interlevel or the pedagogical, methodological, digital and infrastructure gaps intergenerational work; that is, a project of the students with that limit the academic process under the new conditions. In the their siblings, and even with some adults around them [8]. same way, a comparison is carried out with engineering students, identifying their specificities according to the general Education under virtual learning environments is characteristics. The research ends with a discussion about the undoubtedly necessary, but insufficient, if the educational role of technology in engineering education. paradigms are not changed from the outset, if a deep analysis is not made of the curricula, of the encyclopedic contents Keywords— virtuality, students, pandemic, engineering focused on the disciplinary, of teaching, of learning and education, digital gap. evaluation, of teaching practice and of academic- administrative management [8]. Higher education institutions I. INTRODUCTION should prepare courses for transfer online, as another epidemic In the course of 2020 there have been great may break out in the future. This indicates aligning the transformations throughout the world, but without a doubt the competencies that students must learn in thematic courses in a most important event has had to do with the crisis generated format of digital presence, remote or virtual classes. By doing by the coronavirus. This has involved many challenges in this, universities can accelerate their response for the various sectors of society, within which the education sector continuous learning of their students [9]. has played a determining role.. The educational sector has faced great challenges [1] [2] and in many institutions around Normally, not all students have the necessary the world it has gone from mostly face-to-face academic work technological infrastructure to take the assessment tests in to schemes that try to respond from digital presence, remote digital presence. In this scenario, it would be necessary to assistance or virtuality. The network analysis of the Cornell propose to these students viable solutions (such as the campus, for example, demonstrates how universities are temporary loan of laptops, or access to them, as long as this exceptionally vulnerable spaces [3] not only because a single does not violate the rules of confinement and social student quickly reaches all other students approximately two distancing; as well as providing Internet data cards and Wi-Fi degrees apart, but also because almost all students Students routers ) [10]. Student participation is a challenge today, are connected through multiple pathways, so isolating tomorrow, whether in face-to-face activities or virtual particular nodes does not eliminate possible indirect exposure activities. Initially, the professors had some precautions to that area of the network. towards the participation of students during a confinement [11], since they must demonstrate much more discipline and Covid19 is predicted to have an impact on academic self-regulation in the activities developed from virtuality. performance. Therefore, a drop is expected especially in state Their commitment increases the benefits of online teaching, census tests [4]. This critical situation reveals many concerns, therefore being responsible for listening to lectures, asking such as the deterioration of the quality of education and the questions, participating in discussions during lectures, and future of students [5]. attempting to answer questions significantly enriches the Consistent with the above, students and professors face sessions [12]. problems when studying and teaching at home. First of all, Different studies have shown that there are mainly small- there are a wide variety of distractions for teaching and scale plans at the institutional level, but there are no country studying at home. For example, the burden of housework and policies, much less at the global level. Especially countries childcare can be heavy for young professors, which can have that have limited technologies have serious problems, and a negative impact on their online teaching. Second, not all they seem not ready for the full implementation of online professors and students can find suitable spaces to teach and education nationwide [13]. study at home. Third, teaching and studying can be limited by insufficient hardware and an unstable home network [6]. In It is for this reason that it is necessary to diagnose, from addition, students have to deal with the possible effects of the the perspective of Peruvian students, the way in which the pandemic on health, emotions, physical activities and those of educational process is developing in the current emergency, in youth [7]. order to identify strengths and opportunities for improvement. In the same way, establish a look with respect to the field of Regarding the limitation of resources, the students share engineering sciences and the existing gaps depending on the (if they have them) digital devices and the internet network national and world conglomerate.

978-1-7281-7118-0/20/$31.00 ©2020 IEEE II. METHODS The area of educational sciences stands out with a In times of pandemic crisis, various studies have been significant percentage of students who consider themselves carried out with the aim of identifying the situation of higher prepared for online education (50% in a very high degree), education [6], addressing variables such as technological which is presumed to be related to the coherence and focus of adaptation, teaching and learning, student commitment and their training in relation to the object research. Paradoxically, the experience of professors towards virtual classrooms. The a third of educational science students consider that their methodological elements of the research carried out are teachers were unprepared for remote classes. summarized below: Of the participating students, those who perceive the Population and sample: The population under study highest degree of preparation on the part of their teachers (high corresponds to students of the Peruvian university system who and very high), are those who belong in order to: a) usually carry out their academic work in the classroom model. mathematics and natural sciences, b) economics, In this case, the sample of participants in this study were 521 administration and the like, c) science social and human ed) students whose belongs to different institutions around the engineering. It is striking that according to the perception of country (the students who responded the instrument sent by Peruvian students, there is a higher proportion of teachers with email). low or no level of preparation in the private university (29.2%) than in the public one (11.1%). Type of study: Descriptive. Regarding the fulfillment of the learning objectives set at Procedure: Hetero-evaluation and self-evaluation are the beginning of the semester, in general the Peruvian students used through the questions posed to the actors. who participated in the study consider that they have achieved their achievements in a medium (45%), high (36%) and very Technique: Survey. high ( 6%). The engineering area had a similar behavior, as Instrument: Opinion questionnaire for students on well as others that systemically configure the curricula of their Higher Education in times of Covid-19 This instrument has related careers, such as mathematics and natural sciences and completed the phase of conceptual validation by experts. It economics, administration and the like. The area of consists of 19 closed and open questions that account for 5 educational sciences and this time social and human sciences variables. are highlighted once again as areas that present a better perception in the fulfillment of learning objectives by Variables addressed: The variables that are expressed in students. This result could be considered associated with an the study are: assumption of greater theoretical and less practical focus in • Pedagogy: It inquires about the level of these areas of knowledge. pedagogical preparation of the teaching staff in By type of institution, there is a greater perception of perception of the student and the possibility of compliance with learning objectives in public universities fulfilling the objectives of the subject. (53.3% in high and very high grades and 2% in low grades), • Rationalization of work: It investigates the than in private ones (41% in high and very high grades and intensification of the hours of dedication to the 14% in low or no degrees). subject as a consequence of the digital presence. B. Rationalization of work • Digital competences: It inquires about the The results show that 44% of the students participating in preparation around the digital competences of the study use the computer more than 8 hours a day for professors and students, and their effectiveness to academic activities and 50% use it between 5 and 8 hours a face the current crisis day, which is consistent with the fact that more than 50 % of • students state that assigned independent work has increased Technology and resources: Inquire about what during the emergency situation and remote work. In the case kind of technological tools and digital resources of engineering, 57% of students consider having additional are available to students and the use they make of work in that period of time. On the other hand, around 80% of them. students in most areas of knowledge, state that the schedule • Evaluation: Inquires about the type of and duration of their classes is maintained in accordance with evaluation carried out and if it corresponds to an what is established in face-to-face mode. evaluation of virtual learning environments. C. Digital skills III. RESULTS In the engineering area, more than 53% of the students consider that they are making an adequate application of The results are presented according to the variables: virtuality, 34% consider it moderately adequate and 12% not A. Pedagogy adequate. In general, Peruvian students consider that it is 30% of the Peruvian students who participated in the study necessary to strengthen digital skills to approach education in reported having a high or very high degree of preparation to virtual environments. It is worth highlighting a relationship attend classes remotely. 28% consider that their preparation that is manifested in the results of the study with respect to the was low or none. It is noted that no relationship is identified age of the students and the need to strengthen their digital between the level of preparation of students to face remote skills: 46% of those under 18 have this need to a high or very classes and their age. In the engineering area, 17% of students high degree, a percentage that increases with age, reaching consider that their preparation was none or low compared to 74% in students over 27 years of age. Regarding training in the current education scenario and 26% think that their digital skills, 80% of students say they have not received teachers were not prepared either. previous training in this matter. For their part, 39% of those who have received this training, state that it has had no or low utility in the current educational environment, a questioning aspects that lead to demotivation and warn of less of the sufficiency and effectiveness of the qualification effectiveness in the educational process. Difficulties are also processes for digital training. manifested by the fact that some teachers do not have digital skills or mastery of technologies for teaching in virtual D. Technology and resources environments, which makes them perceive less didactics, Regarding resources used by students in their classes inadequate methodologies and in some cases, insufficient during confinement, 86% make permanent or very frequent feedback, abusing oral presentation of content through virtual use of applications to hold virtual meetings such as Zoom or meetings. The students draw attention from the pedagogical Meet. Social networks are also used in 82% of cases and email point of view on the different forms of learning that vary in 45%. An average use of LMS (Learning Management according to each person, which they consider to have had less System) platforms is evidenced: 42% always use them, 27% relevance in the remote environment, constituting a challenge sometimes, 11% occasionally and 18% never. In the for the qualification of the teaching work, both from the engineering area in particular, 51% of students always use aptitude as attitudinal, given its fundamental role in the entire these types of tools. Lastly, video platforms are less widely teaching-learning process. used and the use of other pedagogical interaction tools is widely deficient. The use of applications such as Kahoot, IV. DISCUSSION Socrative, Plickers, among others, is really low. Only 5% According to studies carried out in different settings [6] always use them, while 42% had no experience with them in [10], the case of Peruvian engineering students facing remote their classes during confinement. education during the pandemic presents some basic concerns Regarding bibliographic resources, only 9% of students that have to do with limitations in access to equipment and consider that their institution does not have enough of these adequate connectivity to develop their skills. academic work. resources available in electronic format. However, the vast This issue is not sufficiently covered by government policies majority of those who consider they have enough resources as in many countries [13] and therefore represents a priority only make medium use of them. effort at the state and institutional level, in accordance with the difficulties that students present in the study. E. Evaluation Going beyond resources and infrastructure, another 58% of students consider that the evaluation they have situation is confirmed for the Peruvian case that is relevant in received is partially consistent with virtual learning a significant number of engineering students and that was environments, while 14% consider that it is not consistent, already noticed [7]: a great difficulty associated and hardly which shows signs of an inappropriate evaluation process for fully studied is the affectation They have produced, the the current scenario. For their part, 46% of students have pandemic itself, the related family, economic and health received timely feedback always or almost always, however, situations, and the change in the educational process that has almost half have received feedback on their work only a few led to situations of exhaustion, predisposition, fear and times and 5% never. limitations to perform some academic tasks fluently and Difficulties and challenges rigor. A great number of students (62.4%), considers that higher In addition to the above, the study carried out also allows education has suffered a decrease in its quality, given the us to reflect on aspects of a pedagogical order; on the one situation of remote classes. It is similar in the case of hand, on the role of the teacher, the need for competencies for engineering students (64%). Regarding the type of institution, leadership, motivation, creativity, and even beyond their 49% of students from public universities perceive this disciplinary field, a comprehensive training approach that decrease in educational quality, while in private universities, includes notions to identify and manage cases in need of 64% have this idea. Regarding the difficulties of Peruvian accompaniment of psychosocial type, as well as the mastery students facing education in times of pandemic, 42% consider of digital skills and the practical use of different tools in the that the main difficulty has been psychological, related to virtual classroom, which together reaffirms the hypotheses stress, exhaustion and predisposition on the part of the actors about the need for substantive transformations at the involved in the educational process. Another important barrier curricular, pedagogical and even administrative level in the is associated with technological aspects in 36% of the cases, new educational scene [8]; but it also implies rethinking (in connectivity and access to equipment to guarantee adequate practice) the role of the student as an active subject. The participation in classes and the performance of autonomous scenario of digital presence, beyond the role of information work. On the other hand, but to a lesser extent, students technology, puts Peruvian students on the scene and calls identify difficulties of a curricular nature (11.9%) regarding them to empowerment, commitment and autonomy in the adaptation of content and evaluative processes and of a learning process, as well as the development of their own pedagogical nature (10.5%) related to the use of tools and digital skills , which enriches their training process and methodologies typical of the environments virtual. therefore the integrality of the future professional; becoming a challenging context but an indisputable opportunity to It also identifies some concerns on the part of the students strengthen students, teachers, institutions and in general, about the conditions to give continuity to the online classes, human. which have to do with connectivity and access to resources, the environment and concentration difficulties in their home The study also makes it possible to highlight the overload environments, limitations to carry carrying out practical, field of work that the remote education situation has generated and or laboratory work, the stress and exhaustion associated with although a significant percentage of engineering students excessive independent work and long class hours that can consider that they make adequate use of virtuality and that become monotonous and with very little interaction, as well they meet their learning objectives, it is clear that it is as the high risk of plagiarism in evaluations ; a series of necessary to strengthen competences and adopt sufficient tools to approach virtual environments in rigor, which are ACKNOWLEDGMENT clearly different from digital presence, seeking to reduce the This article was developed as part of the research project burden of exhaustion and psychological stress evidenced in CP-2020-001-PENSER. The authors are grateful for the students and contribute to the improvement of their financial and logistical financing provided by the PENSER performance. Research Group belonging to the PENSER Corporation. In engineering programs there is a good articulation of aspects that have to do with the incorporation of technologies. REFERENCES However, the perception that students have about the [1] M. P. A. Murphy, “COVID-19 and emergency eLearning: fulfillment of the objectives found in the contents of the Consequences of the securitization of higher education for post- pandemic pedagogy,” Contemporary Security Policy, vol. 41, no. 3, pp. subjects is striking. The students consider that they should 492-505, 2020. continue working on virtual experiences that allow [2] J. Zubieta, T. Bautista y A. Quijano, Aceptación de las TIC en la generating practical realities and laboratories, in the subjects docencia: Una tipología de los académicos de la UNAM. Ciudad de of the engineering field. México, México: Porrúa, 2012. [3] K.A. Weeden and B. Cornwell, “The Small-World Network of College Finally, it is not yet possible to determine whether a drop Classes: Implications for Epidemic Spread on a University Campus,” in state tests is expected in Peru, as has been proposed in other Sociological Science 7, pp.222-241, 2020. countries [4], since the results provided by Peruvian [4] E.J. Sintema, “Effect of COVID-19 on the Performance of Grade 12 university students allow us to glimpse different aspects of Students: Implications for STEM Education,” Eurasia Journal of student performance: one of them It has to do with the fact Mathematics, Science and Technology Education, vol. 16, no. 7, 2020. that students themselves manifest the risk and even [5] M. Usak et al, “New playmaker in science education: COVID19,” occurrence of plagiarism in their exams. 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Technology Adaptation, Teaching, Learning, Students Engagement and Faculty Experience,” Mukt Shabd Journal, vol. 9, no. 4, pp. 698- Likewise, students must be aware of the virtual or remote 702, 2020. scheme, in which qualities such as self-regulation, discipline, [12] Y. A. Alshehri, “How the Regular Teaching Converted to Fully Online lifelong learning and the capacity for self-management Teaching in Saudi Arabia during the Coronavirus COVID-19,” become fundamental. Students who are in engineering Creative Education, vol. 11, pp. 985-996, 2020. programs seem to be better prepared for the transition due to [13] G. Basilaia and D. Kvavadze, “Transition to Online Education in the high component of technologies that are involved in their Schools during a SARS-CoV-2 Coronavirus (COVID-19) Pandemic in programs, however, they still need to continue developing Georgia,” Pedagogical Research, vol. 5, no. 4, pp. 1-9, 2020. approaches that allow to solve in a virtual way, the practice spaces, laboratories, etc.

It is important to generate unified policies at the institutional and program level that allow teachers to have a work plan in which the work on learning outcomes can be carried out in a homogeneous way, since in this first stage the teachers responded accordingly. the way they could, sometimes without proper training.

Follow-up, monitoring, and counseling based on The Deming Cycle to optimize the development of teaching-learning research in virtual mode in Engineering

Yasmina Riega-Virú Lupe Y. Gallardo Pastor Dirección de Investigación y desarrollo Departamento de Humanidades Universidad Privada del Norte Universidad Privada del Norte Lima, Perú Lima, Perú [email protected] [email protected] Mario E. Ninaquispe Soto Erica R. González Ponce de León Campus virtual Campus virtual Universidad Privada del Norte Universidad Privada del Norte Lima, Perú Lima, Perú [email protected] [email protected]

Abstract—The article presents the experience in Follow-up, Monitoring, and Counseling to teachers, based on the Deming II. METODOLOGÍA cycle, during the development of teaching-learning of research courses of the ninth and tenth semester in the Faculty of A. Tipo y diseño de la investigación Engineering, as a contribution to optimizing the performance of Se realizó una investigación de tipo básica no the teachers and the achievement of the expected results of the experimental de corte transversal de nivel correlacional entre students. It is demonstrated that the application of the Deming las variables: A. acompañamiento, monitoreo y asesoría y B. cycle improves the results of the teaching-learning process of Desarrollo de la enseñanza-aprendizaje de la investigación. virtual research courses. La población estuvo conformada por 73 clases Keywords— follow-up, monitoring, advising, Deming cycle, pertenecientes a las siete carreras de ingeniería. El muestreo teaching-learning, research, virtual. fue no probabilístico por conveniencia, debido a la proximidad del objeto de estudio con el investigador [1]. I. INTRODUCCIÓN Se obtuvo una muestra de 30 clases que albergaron 368 estudiantes de las carreras de Ingeniería industrial, El aprendizaje de la investigación es fundamental para empresarial, mecatrónica y electrónica que formaron parte que el profesional actúe de forma científica en su desempeño del estudio. laboral. La predisposición de estudiantes próximos a concluir B. Aplicación del Ciclo Deming en la enseñanza- su formación profesional es positiva; la universidad organiza aprendizaje el proceso de enseñanza aprendizaje centrada en el estudiante; lo que implica brindar herramientas a los El modelo de enseñanza – aprendizaje, establecido por la estudiantes para alcanzar el conocimiento y desarrollar las Universidad Privada del Norte para los cursos de competencias; el rol del docente es de orientador y mediador investigación, modalidad virtual, tiene como eje central al del proceso de enseñanza y aprendizaje, facilitando espacios estudiante en su etapa de autonomía, acompañado del rol virtuales para interactuar, buscando siempre incentivar el docente como asesor; así asegura el aprendizaje de la aprendizaje autónomo. Existe literatura que soporta la idea de investigación que le será fundamental para que el futuro que el monitoreo en el proceso de formación mejora la ingeniero se desempeñe aplicando la ciencia [2]. Para tal fin, calidad de la enseñanza, las competencias innovadoras y es importante garantizar los procesos de interacción entre el permite detectar a tiempo los problemas en el aula. Teniendo docente y estudiante. en cuenta que la prioridad de la Universidad, además de Para el cumplimiento del modelo, en la Facultad de la Sede brindar herramientas, es proponer las estrategias necesarias Los Olivos, se recurrió a la metodología PDCA, por tratarse para el éxito profesional de los estudiantes, se presenta una de un sistema simple que describe un ciclo de mejora experiencia de acompañamiento, monitoreo y asesoría a los continua [3]; además, ha sido aplicada en evaluaciones docentes de investigación, aplicando la metodología del ciclo externas de la enseñanza en línea y permite validar las de Deming o Plan-Do-Check-Act (PDCA) para optimizar el ventajas del modelo de enseñanza y examinar los aspectos a proceso de enseñanza – aprendizaje de los cursos de mejorar de acuerdo con el ciclo [4]. investigación virtual de cuatro carreras de la facultad de Según lo afirmado por los autores [5] este modelo se puede ingeniería de la UPN, durante el semestre académico 2020-1. desarrollar en cada uno de los procesos.

En esta experiencia, se aplica el sistema de calidad en los procesos de acompañamiento, monitoreo y asesoría, basados en cada una de sus dimensiones: Planificar, Hacer, Verificar y Actuar, como se puede ver en la figura 1.

Fig 1. Variable: Acompañamiento, Monitoreo y Asesoría según el ciclo Deming.

En la dimensión Planificar, se diseñaron las actividades de monitoreo, acompañamiento y asesoría al docente y estudiante. En la segunda dimensión Hacer, se procedió a realizar la observación de las actividades académicas de manera sincrónica y asincrónica, así como la verificación del cumplimiento de actividades en la plataforma virtual, por el docente e identificando las necesidades de asesoría de ambos actores. En la tercera dimensión Verificar, se analizó el progreso del desempeño del docente y el aprendizaje del estudiante, a través de los productos y entregables mediante la evaluación de proceso (T1, T2, T3). En este proceso se aplicó la rúbrica Informe de observación de clase y se verificó el cumplimiento de actividades mediante los reportes semanales Fig 2. Variable: Enseñanza-aprendizaje de la investigación. emanados por el área Bussiness Intelligence (BI) de la UPN.

En la dimensión Actuar, basado en los resultados obtenidos, se procedió a realizar el Feedback personalizado a cada C. Analisís estadístico docente, reforzando estrategias para optimizar las asesorías y TABLA I. OPERACIONALIZACIÓN DE VARIABLES mejorar las videoconferencias aplicando la sesión IDEA, según el modelo educativo 2.0 de la UPN. Asimismo, se brindó asesorías a los estudiantes según requerimiento. VARIABLES DIMENSIONES INDICADORES Para medir los efectos de la aplicación del ciclo Deming, se Planificar Publicación y operacionalizó la variable Desarrollo de la enseñanza - actividades reconocimiento por los aprendizaje de la investigación; mediante la cual se registró (Plan de trabajo) involucrados las variables cualitativas respecto del desempeño docente y de X : Seguimiento los logros del estudiante durante el proceso de enseñanza – y asesoramiento Hacer Observación del aprendizaje, según se verifica en la Fig. 2. basado en el (Rúbrica de desempeño docente Ciclo Deming observaciones de clases) Asesorías a estudiantes focalizados según sus necesidades

Verificar Análisis de resultados de las observaciones a los docentes

(Informe de Verificación de resultados del desempeño docente (2: promedio, 3: adecuado, 4: óptimo) observación de de los aprendizajes a través y el logro de aprendizaje evidenciado por los estudiantes (1:no clases) de los productos cumple, 2: cumple); estos valores fueron ponderados con el Actuar Feedback personalizado al total de datos recopilados. Finalmente se construyeron las (Grabaciones) docente observado escalas de medición para la ejecución de esta variable, la cual se muestra en la Tabla III. Asesorías a estudiantes, según necesidades Del análisis de los datos recopilados se tuvieron las individualizadas. siguientes escalas de medición en las Tabla II y Tabla III. Desempeño Nivel de desempeño TABLA II. ESCALAS DE MEDICIÓN DE EJECUCIÓN DEL Y: Enseñanza – docente docente en las ACOMPAÑAMIENTO, MONITOREO Y ASESORÍA BASADO EN EL aprendizaje videoconferencias y video CICLO DEMING asesorías Niveles Escalasa Cumplimiento de No realiza 1 - 1.25 actividades por docente y Parcialmente 1.25 - 1.74 por carreras atendidas Totalmente 1.75 - 2 Logros de Índice de aprobados por aEscalas estimadas como resultado del proceso de tabulación de datos observados sobre aprendizaje carreras y NRC cumplimiento de proceso del ciclo de Deming

Nivel de participación TABLA III. ESCALAS DE MEDICIÓN DE EJECUCIÓN DEL representativo en la DESARROLLO DE LA ENSEÑANZA – APRENDIZAJE DE LA Jornada de Investigación INVESTIGACIÓN Fuente: Elaborado por los investigadores en base a literatura y experiencia del ciclo Deming. Niveles Escalasb Adecuado 1.5 - 1.9 Para validar los resultados se aplicó la prueba Chi- Óptimo 2 - 3 Cuadrado usando el software estadístico SPSS versión 25, y bEscalas estimadas como resultado del proceso de tabulación de datos observados sobre el así identificar la relación entre las variables: Desarrollo del proceso enseñanza - aprendizaje

X: Acompañamiento, monitoreo y asesoría basado en el

Ciclo Deming Se cruzaron las variables obteniéndose un resultado Y: Desarrollo de la enseñanza – aprendizaje de la empírico que se muestra en la Tabla IV. investigación TABLA IV. CRUCE DE VARIABLES De modo que se realizó la prueba de hipótesis Chi - Desarrollo de la enseñanza – Cuadrado: aprendizaje de la investigación Acompañamiento, Adecuado Óptimo Total monitoreo y asesoría basado en el Ciclo Deming No aplica 2 0 2 Siendo: Aplica parcial 0 3 3 Aplica 3 22 25 Ho: No existe relación/dependencia entre el Total 5 25 30 Fuente: Datos recopilados durante el proceso de evaluación 2020-1 acompañamiento, monitoreo y asesoría basado en el Ciclo Deming y el desarrollo de la enseñanza-aprendizaje de la 10.99 chi-square investigación. 2 df .0041 p-value H1: Existe relación/dependencia entre el acompañamiento, monitoreo y asesoría basado en el Ciclo En la validación de los resultados se obtuvo un p-value = Deming y el desarrollo de la enseñanza-aprendizaje de la 0.0041, lo que representa un valor significativo (p<0.05) y se investigación. rechazó la hipótesis nula, aceptando la hipótesis alterna comprobándose que existe una relación-dependencia entre el III. RESULTADOS Y DISCUSIÓN acompañamiento, monitoreo y asesoría al docente haciendo La variable de estudio: Acompañamiento, monitoreo y aplicación del ciclo de Deming y el desarrollo de la enseñanza asesoría basado en el Ciclo Deming, fue medida en principio -aprendizaje de la investigación. a la ejecución ciclo de Deming respecto al “planificar”, En la figura 3 se visualiza que la aplicación de la “hacer”, “verificar” y “actuar”, asignando valores entre 0 y 2 metodología del ciclo Deming se ve reflejada en los (0:no realiza, 1:parcialmente, 2:totalmente); estos valores resultados del desarrollo de la enseñanza-aprendizaje de la fueron ponderados con el total de datos recopilados. investigación. Finalmente se construyeron las escalas de medición para la ejecución de esta variable, la cual se muestra en la Tabla II. La medición de la variable: Desarrollo de la enseñanza – aprendizaje de la investigación; fue medida en base al nivel

RESULTADOS DEL DESARROLLO DE LA ENSEÑANZA – APRENDIZAJE DE LA INVESTIGACIÓN IV. CONCLUSIONES Por tanto, se concluye que el "Acompañamiento, monitoreo y asesoría a los docentes, basado en el Ciclo Adecuado 16.7% Deming", tiene relación significativa con el "Desarrollo de la enseñanza – aprendizaje de la investigación, lo que demuestra que la aplicación de este proceso optimiza resultados Óptimo 83.3% académicos en el dictado de los cursos virtuales de investigación, durante el semestre 2020-1. 0.0% 20.0% 40.0% 60.0% 80.0% 100.0% Así mismo, esta experiencia demuestra que el proceso

enseñanza – aprendizaje, al ser compleja por sí misma y más Fig. 3 Se muestra que el 83.3% de las secciones evaluadas tuvieron un aún en el desarrollo de la investigación a nivel del pregrado resultado óptimo en el desarrollo de la enseñanza aprendizaje, durante el universitario, hace factible la aplicación de herramientas de semestre 2020-1 mejora continua que contribuyen favorablemente en los resultados, siendo además replicables, especialmente en el La importancia de introducir el acompañamiento, campo de las ingenierías, como se presenta en este caso. monitoreo y asesoría presentada por el autor [6] coincide con este estudio al introducir un sistema de monitoreo en el proceso de formación profesional para mejorar la calidad de AGRADECIMIENTO la enseñanza y el trabajo de investigación de los estudiantes. A José Luis Cerrón, director académico de la facultad de El acompañamiento, monitoreo y asesoría, ha garantizado ingeniería de la Universidad Privada del Norte; por facilitar la que los docentes cumplan con cada una de las actividades información utilizada en el estudio. conducentes al desarrollo del trabajo de investigación por los estudiantes. Mejor aún, esta experiencia va más allá, porque REFERENCIAS adopta una metodología basada en las etapas de mejora [1] T. Otzen y C. Manterola, «Técnicas de Muestreo sobre una Población continua de Ciclo Deming, llegando a resultados muy a Estudio,» Int. J. Morphol, pp. 227-232, 2017. alentadores en relación al desempeño del docente y un evidente logro de aprendizaje que se concretó con la [2] M. Zenteno Benitez y A. Figueroa, «Metodología de la Investigación participación de los estudiantes en la Jornada de como disciplina transversal en el proceso de enseñanza aprendizaje de Investigación realizada al finalizar el ciclo académico. la ingeniería industrial,» Universidad Mayor de San Andrés, Ciudad de la Paz, 2018. Los autores [7] indican que introducir un sistema [3] J. Jalkio y A. Weimerskirch, «Using the Deming cycle for continuos integrado para medir, modelar y gestionar el desempeño de la improvement in engineering education,» de 2008 Anual Conference & enseñanza y el aprendizaje, permite medir los procesos de Exposition, Pittsburgh, Pensylvania, 2008. enseñanza – aprendizaje, pudiendo detectar a tiempo los problemas en el aula, concluyen que es mejor medir los [4] L. M. Torres-Barzabal, D. p. Ortiz-Calderón y D. Barcia-Tirado, procesos antes que los resultados; afirmación que fue «Quality Indicators for Auditing on-Line Teaching in European constatada con los indicadores: verificación del progreso del Universities,» Tech Trends, pp. 330-340, 2019. desempeño de cada docente, verificación de los aprendizajes de los estudiantes, feedback personalizado a cada docente [5] M. García P., C. Quispe A. y L. Raéz G., «Mejora continua de la calidad en los procesos,» Industrial Data, pp. 89-94, 2003. según los resultados del acompañamiento y asesoría personalizada a cada estudiante, según sus demandas o [6] P. Nikitin, R. Bazhenov, R. Gorokhova, I. Fomonykh, N. Kurilyova y necesidades; la tabulación de los datos observados sobre estos A. Melnikova, «Automation of quality management of students´ procesos, indican que el 80% de las clases cumplieron los education in conditions of level differeniation,» de 30th International procesos de Verificación, y un 100% con el proceso de Business Information Management Association Conference - Vision Actuar. 2020, Madrid, España, 2017.

La aplicación de la metodología del ciclo Deming se ve [7] K. Grygoryev y S. Karapetrovic, «An integrated system for educational performance measurement, modeling and management at the classroom reflejada en los resultados del desarrollo de la enseñanza- level,» TQM Magazine, pp. 121-136, 2015. aprendizaje de la investigación, alcanzando un nivel óptimo; lo cual permite reconocer la importancia de recurrir a [8] N. I. Naumkin, N. N. Shekshaeva, S. I. Kvitko, M. V. Lomatkina, V. F. estrategias y modelos que diligentemente aplicados Kupryashkin y Koro, «Designing the teaching model of multilevel repercuten en la mejor formación de los estudiantes; gradual training of students in innovative engineering,» Integration of asimismo, como metodología ofrece un modelo base para la Education, pp. 568-586, 2019. capacitación de estudiantes de ingeniería [8]; promoviendo la interacción entre los estudiantes y el docente, logrando la mejora de los procesos de enseñanza aprendizaje.