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A Remote Mode High Quality International Master Degree Program in Environomical Pathways for Sustainable Energy Systems (SELECT) -Pilot Program Experiences During First Year of Studies
OUSL, Dept Mech Engn, Nugegoda, Sri Lanka..
OUSL, Dept Mech Engn, Nugegoda, Sri Lanka..
KTH, School of Industrial Engineering and Management (ITM), Energy Technology, Heat and Power Technology.
EIT InnoEnergy, Eindhoven, Netherlands..
2018 (English)In: PROCEEDINGS OF 2018 IEEE GLOBAL ENGINEERING EDUCATION CONFERENCE (EDUCON) - EMERGING TRENDS AND CHALLENGES OF ENGINEERING EDUCATION, IEEE , 2018, p. 276-284Conference paper, Published paper (Refereed)
Abstract [en]

Remote mode study programs at master degree level are becoming more popular than undergraduate level programs. Students after graduation with Bachelors degree very often are employed and the most appropriate mode for them to pursue higher studies is the remote mode. Postgraduate programs with one or two year duration mostly focus on specific areas of research based industrial application. Traditional remote education is thought to be more centered on web based on-line programs with a little opportunity for teacher student interaction and interaction with peers. In such programs motivation for studies has been a problem and as a result many students drop off and also those remain in the program for prolonged periods do not show good performance. One of the reasons for failures of students in remote studies is the isolation leading to discouragement for the completion studies. A remote mode Master Degree Program in Environomical Pathways for Sustainable Energy Systems (MSc-SELECT), consisting of a number of innovative features aimed at improved student engagement, motivation, exposure to experiences in multi-national setting and team work, was developed and implemented by the Master School of the EIT-InnoEnergy, as a pilot project. The program was offered, collaboratively and simultaneously to students in three locations, Royal Institute of Technology in Sweden, Universitat Politecnica de Catalunya in Spain and the Open University of Sri Lanka. The students in Sweden and Spain each followed 50% of the courses on-campus and 50% in remote mode depending upon the university they registered with. The students in Sri Lanka followed the entire 1st year fully remotely. All the students (from KTH, OUSL and UPC) will spend the 2nd year on-campus at another university in the consortium. This paper discusses, from the perspective of the fully remote site, the remote program with its innovative aspects, student performance and experience together with future tasks for making the program viable and beneficial to all partner countries.

Place, publisher, year, edition, pages
IEEE , 2018. p. 276-284
Series
IEEE Global Engineering Education Conference, ISSN 2165-9567
Keywords [en]
Sustainability, Remote Education, Energy Technology, Challenge Driven Education, Innovation, Entrepreneurship
National Category
Didactics Learning
Identifiers
URN: urn:nbn:se:kth:diva-231662ISI: 000434866100042Scopus ID: 2-s2.0-85048088308ISBN: 978-1-5386-2957-4 (print)OAI: oai:DiVA.org:kth-231662DiVA, id: diva2:1243538
Conference
IEEE Global Engineering Education Conference (EDUCON) - Emerging Trends and Challenges of Engineering Education, APR 17-20, 2018, Santa Cruz de Tenerife, SPAIN
Note

QC 20180831

Available from: 2018-08-31 Created: 2018-08-31 Last updated: 2018-08-31Bibliographically approved

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