Emerging Engineering Education in China: A Systematic Literature Review.
- Published in:
- International Journal of Engineering Pedagogy, 2025, v. 15, n. 2, p. 153, doi. 10.3991/ijep.v15i2.53627
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- Publication type:
- Article
Works matching IS 21924880 AND DT 2025 AND VI 15 AND IP 2
Results: 8
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Improving Engineering Students' Motivation for Success in Statistics and Data Science: An Innovative Visualization of Four Mathematical Models in Higher Education in United Arab Emirates.
- Published in:
- International Journal of Engineering Pedagogy, 2025, v. 15, n. 2, p. 122, doi. 10.3991/ijep.v15i2.50611
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- Publication type:
- Article
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Exploring the Role of Course Teams in Helping Graduate Teaching Assistants Navigate Day-to-Day Teaching.
- Published in:
- International Journal of Engineering Pedagogy, 2025, v. 15, n. 2, p. 106, doi. 10.3991/ijep.v15i2.51677
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- Publication type:
- Article
4
Bridging Tacit Knowledge and Explicit Knowledge: An Ontological Model for Effective Knowledge Conversion.
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- International Journal of Engineering Pedagogy, 2025, v. 15, n. 2, p. 93, doi. 10.3991/ijep.v15i2.53389
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- Publication type:
- Article
5
Collaborative Skills Developed in Collaborative Online International Learning as a Multivariate Research Subject.
- Published in:
- International Journal of Engineering Pedagogy, 2025, v. 15, n. 2, p. 74, doi. 10.3991/ijep.v15i2.51561
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- Publication type:
- Article
6
Enhancing Electronics Courses Education: Active Learning Strategies for Undergraduate Engineering Students.
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- International Journal of Engineering Pedagogy, 2025, v. 15, n. 2, p. 42, doi. 10.3991/ijep.v15i2.51739
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- Publication type:
- Article
7
Exploring Students' and Teachers' Perceptions about Using ChatGPT in Programming Education.
- Published in:
- International Journal of Engineering Pedagogy, 2025, v. 15, n. 2, p. 15, doi. 10.3991/ijep.v15i2.50607
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- Publication type:
- Article
8
The Role of Open-Source Software as a Technological Alternative for Blended Learning in LMS Systems.
- Published in:
- International Journal of Engineering Pedagogy, 2025, v. 15, n. 2, p. 4, doi. 10.3991/ijep.v15i2.50169
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- Publication type:
- Article