TY - CHAP A1 - Fuhrmann, Thomas T1 - Experiences from Transforming a Lecture “Communication Systems” from Presence to Virtual Format during the COVID-19 Pandemic T2 - 7th International Conference on Higher Education Advances (HEAd'21): 22.06.2021 - 23.06.2021, Valencia N2 - This article describes the transitions of an existing lecture “Communication Systems” from a conventional presence format to a virtual format due to the COVID-19 pandemic. The process of transformation, the evolution of the lecture during the virtual semester and the lessons learned are characterized. The changed exam format from presence to virtual format with the experiences are described. Results of a student evaluation at the end of the semester are shown. KW - communication engineering KW - Computer aided instruction KW - Electrical engineering KW - Electronic learning KW - Engineering Education KW - STEM Y1 - 2021 U6 - https://doi.org/10.4995/head21.2021.12430 SP - 297 EP - 305 PB - Universitat Politècnica de València CY - Valencia ER - TY - CHAP A1 - Fuhrmann, Thomas T1 - Motivation Centered Learning T2 - 2018 IEEE Frontiers in Education Conference (FIE), 3-6 Oct. 2018, San Jose, CA, USA N2 - This Research Work in Progress Paper evaluates students’ motivation sources and shows the high impact that work of professors has on students’ motivation. Common goal of most professors is to help students acquiring knowledge and competencies that are relevant for their further life. From the beginning of Universities’ history, lectures are usually chosen to reach this goal but it is seen in recent years that they are in many cases not the optimal choice. In the last years, many efforts were made to increase students knowledge gain. From learning and motivation psychology research, many details are known how humans remember and transfer knowledge. These research results are used to create new lecture formats to activate students. Research based learning, project based lab courses, problem based learning, feedback systems, flipped classroom, blended learning and gamification in lectures are only some examples for new formats. Common goal of all these new types of learning formats is to increasing students’ motivation and to enhance learning success. In this paper, evaluations using a questionnaire with open questions were done among first year students, bachelor students before graduation and alumni, about their sources of motivation and demotivation. Interesting curricula and lectures with application related topics and possibilities for own work are the main sources of motivation. Enthusiastic professors with high competences and good lecture didactics also contribute to students’ motivation. On the other side, demotivated professors with boring lectures play a much higher role for demotivating students. Therefore, it is necessary to integrate aspects of student motivation into curriculum and lecture design and professors should become aware that they are important role-models for motivating or demotivating students. KW - Computational modeling KW - Electrical engineering KW - Information technology KW - Psychology KW - Social networking (online) KW - Task analysis KW - Urban areas Y1 - 2018 U6 - https://doi.org/10.1109/FIE.2018.8658436 SP - 1 EP - 5 PB - IEEE ER -