Conference Session

Effective Use of Technology in Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Judith Virginia Gutierrez, National Autonomous University of Mexico (UNAM); Frida Diaz Barriga, National Autonomous University of Mexico (UNAM); Nelly Ramirez-Corona, Universidad de las Americas Puebla; Aurelio Lopez-Malo, Universidad de las Americas Puebla; Enrique Palou, Universidad de las Americas Puebla

Tagged Divisions

Computers in Education

(Learning Management System), and LCMS (Learning Content Management System) platforms,with the more communicative and agile PLEs (Personal Learning Environments)1. The termPersonal Learning Environment (PLE) describes the tools, communities, and services thatconstitute the individual educational platforms learners use to direct their own learning andpursue educational goals. A PLE is frequently contrasted with a learning management system inthat an LMS tends to be course-centric, whereas a PLE is learner-centric.A PLE refers not to a specific service or application but rather to an idea of how individualsapproach the task of learning2. A PLE is a system that helps learners take control of and managetheir own learning3. This includes providing

Conference Session

Online Teaching

Collection

2015 ASEE Annual Conference & Exposition

Authors

Omaima Almatrafi, George Mason University; Khondkar Islam; Aditya Johri, George Mason University; Karthik Nagappan, George Mason University; Aref Modanlu, George Mason University

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Diversity

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Computers in Education

system, and determine their relation with studentperformance. The number of times the material was accessed and the time durationspent on assessments are some of the examples of the data that were included in thestudy. The results show that there is a correlation between students’ use ofBlackboard and student performance. We found a significant statistical differencebetween course grades of the face-to-face and distance learning sections. We didnot find any evidence for significant difference across a range of demographicfactors.1. IntroductionOver the years, as the available technologies and student demographics [6] havechanged, higher education institutions have begun offering more and more distanceeducation (DE) classes to their students

Conference Session

Computers in Education Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Neelam Soundarajan, Ohio State University; Swaroop Joshi, Ohio State University; Rajiv Ramnath, Ohio State University

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Diversity

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Computers in Education

the next version of the tool.1 IntroductionIt seems a contradiction in terms. How can conflict even coexist with cooperation, let alone be thedriver of cooperative learning? Piaget’s classic work 1 on children’s learning provides the answer. Itshows that cognitive conflict arising from differences between different learners’ understanding ofimportant concepts, and the exploration and possible resolution of these differences by having thelearners engage in critical discussion with each other, can be a powerful force in driving students’learning and in helping them develop deep understanding. The key question that our work tries toaddress is, can we develop an approach based on the idea of cognitive conflict driving cooperativelearning

Conference Session

Online Teaching

Collection

2015 ASEE Annual Conference & Exposition

Authors

Larry Lagerstrom, Stanford University; Petr Johanes, Stanford University; Umnouy Ponsukcharoen, Stanford University

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Computers in Education

interacted with the video. The interactions we tracked were: • Load – Whenever the web browser loads the video, the database records this as a load. The recorded value is binary (0 or 1). • Pause – Whenever the user clicks on the pause button, the database records this as a pause. The recorded value is the video timestamp. • Play – Whenever the user clicks on the play button, the database records this as a play. The recorded value is the video timestamp. • Resolution change – Whenever the user clicks on the resolution change button, the database records this as a resolution change. The recorded value is the video timestamp and the resolution the user changed to. • Speed change – Whenever the user clicks on the

Conference Session

Online, Hybrid, and other Virtual Learning Environments

Collection

2016 ASEE Annual Conference & Exposition

Authors

Magesh Chandramouli, Purdue University, Calumet (College of Technology); Tsu-Chiang Lei P.E., Department of Urban Planning and Spatial Information, Feng Chia University; Tien-Yin Chou, GIS Research Center, Feng Chia University, Taiwan; Yi-Min Huang, GIS Reserach Center, Feng Chia University; Srinivasa Raju Kolanuvada, Anna University

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Diversity

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Computers in Education

Active Learning (AL) of these geographic concepts, thus leading to a lack ofinterest and aversion among students. Use of VR based methods with improved visualization ofthe concepts like map projection, coordinate system, geographic datum, etc. help betterunderstanding and in turn facilitate CT/PS skills of the students. Virtual environments created forGIS instruction can be visualized using a range of user interfaces and platforms such as desktopvirtual reality (dVR), CAVE, Head Mounted Displays (HMD), and augmented VR etc. As seenfrom Figure.1, each one of these platforms have their advantages and disadvantages with respectto the degree of immersion, presence, navigation, interaction, etc. CAVEs offer high end fidelity,immersion and navigation

Conference Session

Innovative Teaching

Collection

2016 ASEE Annual Conference & Exposition

Authors

Oscar Antonio Perez, University of Texas - El Paso; Pedro Arturo Espinoza, University of Texas - El Paso; Hugo Gomez, University of Texas - El Paso; Mike Thomas Pitcher, University of Texas - El Paso; Randy Hazael Anaya, University of Texas - El Paso; Herminia Hemmitt, University of Texas - El Paso; Hector Erick Lugo Nevarez, University of Texas - El Paso

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Diversity

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Computers in Education

learning engineering is important to studyand understand for various reasons, including: (1) use of technology tools by students is widespread,and (2) use of technology tools in primary, secondary, and college classrooms is increasing rapidly asnew devices that balance cost, functionality and portability shift the use of computing devices frompersonal purposes to mainstream course applications, such as with 3D printing, for academicpurposes. We will present the results of studying the impact of using one such device, a 3D printer,on students’ academic performance via a subset of course objectives for an introductory engineeringcourse. This paper inherently focuses on student perceived value and learning impact(comprehension of learning outcomes

Conference Session

Modeling and Simulation

Collection

2016 ASEE Annual Conference & Exposition

Authors

Elif Miskioglu, Bucknell University; Kaela M Martin, Embry-Riddle Aeronautical University, Prescott

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Computers in Education

Aeronautical and Astronautical Engineering and is interested in increasing classroom engagement and student learning. c American Society for Engineering Education, 2016 Reasonable or Ridiculous? Engineering Intuition in SimulationsIntroductionA successful engineer must not only be proficient in complex calculations, or the simulationsoftware that may perform these calculations, but must be able to evaluate whether a result is“reasonable or ridiculous.” This type of “engineering intuition” is essential, and teaching it is notalways as straightforward as technical material.Often described as a “gut feeling,” intuition is based on a set of rules applied subconsciously.1-3For complex situations, using intuition

Conference Session

Computer-Based Tests, Problems, and Other Instructional Materials

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kurt C. Gramoll, University of Oklahoma

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Diversity

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Computers in Education

access to standard apps like email, app stores, social networks, and evenbrowsers. The apps were developed using Abobe AIR development framework due to itsrelatively easy development of web and mobile apps when compared to native programming orHTML5 with JavaScript. AIR also avoids programming the same app three times (web browsers,Android and iOS). The successful results (and lessons learned) using tablets for in-class testingfor multiple engineering courses are presented.1. Introduction and PurposeWhile class size for core engineering classes at many universities and colleges may not be ashigh as the infamous freshman physics or chemistry of 300 or more students, they are generallyless than optimal and continue to increase as the demand for

Conference Session

Technology-Related Educational Research

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ting-Ting Wu, Graduate School of Technological and Vocational Education, National Yunlin University of Science and Technology; Yueh-Min (Ray) Huang, Cheng-Kung University; Rustam Shadiev, Department of Engineering Science, National Cheng Kung University

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Diversity

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Computers in Education

by high creativity students, which resulted inbetter problem solving skills. As for the cognitive level, both the low and high creativitystudents demonstrated that they are able to apply and analyze newly learned information;however, more high creativity students were able to reach Evaluate cognitive level duringlearning activities.IntroductionThe objective of engineering education is not only to enrich students' engineering knowledgebut also to enhance their interest in engineering curriculum through efficient teachingstrategies, learning activities, and technology-assisted learning, so that students are able todemonstrate relevant knowledge and meet requirements for future work 1. Unlike scienceeducation, engineering education aims to

Conference Session

Computers in Education Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Amber Shanice Solomon, Clemson University; Sekou L Remy, Clemson University

Tagged Divisions

Computers in Education

to itspotential to support learning. In this work we present cases that highlight how the CloudComputing framework, including PaaS, IaaS, and web technologies were used to directly supportlearning objectives in five courses.1. IntroductionAccording to the National Institute of Standards and Technology (NIST), Cloud Computing is,“a model for enabling convenient, on-demand network access to a shared pool of configurablecomputing resources.” These resources are designed to be managed quickly and easily withminimal effort by either the provider or by the user. Such an approach to computing is broadly ofinterest, but while the potential application in education is exciting, it does provide some causefor concern. If change is implemented

Conference Session

Best of Computers in Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Raghavender Goud Yadagiri, NYU Polytechnic School of Engineering; Sai Prasanth Krishnamoorthy, NYU Polytechnic School of Engineering; Vikram Kapila, NYU Polytechnic School of Engineering

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Diversity

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Computers in Education

classrooms and labs of dozens of New York City public schools. He received NYU- SoE’s 2002, 2008, 2011, and 2014 Jacobs Excellence in Education Award, 2002 Jacobs Innovation Grant, 2003 Distinguished Teacher Award, and 2012 Inaugural Distinguished Award for Excellence in the cate- gory Inspiration through Leadership. Moreover, he is a recipient of 2014-2015 University Distinguished Teaching Award at NYU. In 2004, he was selected for a three-year term as a Senior Faculty Fellow of NYU-SoE’s Othmer Institute for Interdisciplinary Studies. His scholarly activities have included 3 edited books, 7 chapters in edited books, 1 book review, 55 journal articles, and 109 conference papers. He has mentored 1 B.S., 16 M.S., and 4

Conference Session

Effective Use of Technology in Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Frank Vahid, University of California - Riverside; Alex Daniel Edgcomb, Zybooks; Susan Lysecky, Zybooks; Roman Lysecky, University of Arizona

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Diversity

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Computers in Education

 auto­generates  successively  harder  problems  for  a  student  to  solve.  Scores   per  student  are reported to the instructor.     Figure 1:​  Boolean algebra tool. (a) User prompted to select a property. Goal and initial equation shown. (b) User  selects terms. (c) Continue applying properties to reach goal.     Combinational circuits A  student  next  learns  how  logic gates that implement Boolean algebra's operations of AND,  OR, and  NOT  can be connected as combinational circuits to implement

Conference Session

Computers in Education Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Christian Kreiter MSc, Carinthia University of Applied Sciences; Danilo Garbi Zutin P.E., Carinthia University of Applied Sciences; Michael E. Auer, Carinthia University of Applied Sciences

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Computers in Education

shown in fig. 1.Fig. 1: Number of feedbacks per labThe first part of the survey required personal information of the student or teacher, like name,age and school. The purpose was to avoid double or fake entries. In respect of theparticipant’s privacy none of this information was shared with others. Second, we asked forthe lab the students tested. Thus, testing multiple labs required the student to fill out multiplefeedback forms. The main part of the survey was oriented on the user’s experience. We splitthe questions into: 1) Grid type questions, where the students could select whether they agree or not to a statement about the lab (see fig. 2) and 2) Paragraph type questions, where students could write open-ended answers. Students

Conference Session

Data Analysis and Assessment

Collection

2015 ASEE Annual Conference & Exposition

Authors

David B. Knight, Virginia Tech, Department of Engineering Education; Cory Brozina, Virginia Tech; Eric M. Stauffer, Virginia Tech; Chris Frisina, Virginia Tech; Troy D. Abel, Virginia Tech

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Computers in Education

exploring data visualizations of usability data. Page 26.485.1 c American Society for Engineering Education, 2015 Developing a Learning Analytics Dashboard for Undergraduate Engineering Using Participatory DesignUniversities have been seeking innovative ways to measure and track student learning outcomesand empirically identify the conditions that lead to their development. Academic analyticsanswers this call by focusing on the “intersection of technology, information, managementculture, and the application of information to manage the academic enterprise” (p. 2)1. Usingtechnology

Conference Session

Virtual Instruction and Collaboration

Collection

2015 ASEE Annual Conference & Exposition

Authors

Yizhe Chang, Stevens Institute of Technology; El-Sayed S. Aziz, Stevens Institute of Technology; Zhou Zhang, Stevens Institute of Technology; Mingshao Zhang, Southern Illinois University, Edwardsville; Sven K. Esche, Stevens Institute of Technology (School of Engineering and Science)

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Computers in Education

, most students in a group did not evenlydistribute the tasks amongst them.1. Introduction“Laboratories are places where elegant theories meet messy everyday reality.” [1]. Forengineering education, laboratories bridge the knowledge that is covered in textbooks and theskills that can only be acquired through solving real-world problems. With the emergence ofonline distance education, the traditional method of delivering educational laboratory exerciseshas been challenged. For distance engineering education, can a ‘messy reality’ that always hidesthe truth behind noise, errors and mistakes be delivered through the Internet? While there weredoubts whether engineering educational experiments could be delivered remotely [2], there werealso many

Conference Session

Computer-Based Tests, Problems, and Other Instructional Materials

Collection

2015 ASEE Annual Conference & Exposition

Authors

Craig Zilles, University of Illinois, Urbana-Champaign; Robert Timothy Deloatch, University of Illinois, Urbana Champaign; Jacob Bailey, University of Illinois; Bhuwan B. Khattar; Wade Fagen-Ulmschneider, University of Illinois, Urbana-Champaign; Cinda Heeren, University of Illinois, Urbana-Champaign; David Mussulman, Engineering IT Shared Services, University of Illinois, Urbana-Champaign; Matthew West, University of Illinois, Urbana-Champaign

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Computers in Education

computerized testing lab and runningthe bulk of a 200-student computer organization class’s exams using computerized testing. Wediscuss the mechanics of operating the testing lab, the work required by the instructor to enablethis approach (e.g., generating a diversity of equivalent difficulty problems), and the studentresponse, which has been strongly positive: 75% prefer computerized testing, 12% prefertraditional written exams, and 13% had no preference.1 IntroductionIn many college courses, exams contribute heavily to final course grades. As such, it is importantthat exams be an accurate and fair measurement of a student’s understanding/ability, but examsare subject to resource and real-world constraints and involve tensions between

Conference Session

Computers in Education Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Debarati Basu, Virginia Tech; John Stanton Goldstein Purviance, Virginia Tech ; Darren K Maczka, Virginia Tech; Daniel S Brogan, VIrginia Tech; Vinod K. Lohani, Virginia Tech

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Computers in Education

engineering at VT since 2007. This site has 66 alumni from all over the United States to date. He collaborated with his colleagues to implement a study abroad Page 26.1767.1 project (2007-12), funded under the US-Brazil Higher Education Program of the U.S. Department of Edu- cation, at VT. He has published over 70 papers in peer-reviewed journals and conferences. He has advised 5 PhD and 10 MS students to completion and is advising 5 PhD and 1 MS students currently. In 2011, he was awarded the American Society for Engineering Education (ASEE) International Division’s Global c American

Conference Session

Software and Programming

Collection

2015 ASEE Annual Conference & Exposition

Authors

Krista M. Hill, University of Hartford; Ying Yu, University of Hartford

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Diversity

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Computers in Education

engaging.This paper documents our efforts during the Fall 2014 semester to further integrate the ComplexProgrammable Logic Device (CPLD) into our introductory logic circuits course. This paperconsiders how to better present test benches as well as CMOS device characteristics, both ofwhich are important to students' learning experience about CPLDs. In our prior research weidentified test benches as a critical aspect in the use of CAD tools. Also we consider devicecharacteristics, which some other courses no long cover, to be an important part in anintroduction to logic circuits. For the Fall 2014 semester we started with several clearly defined,achievable goals in furthering the integration of CPLDs in our introductory logic circuits course. 1

Conference Session

Software and Programming

Collection

2015 ASEE Annual Conference & Exposition

Authors

Debra J. Mascaro, University of Utah; Stephen Mascaro, University of Utah

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Computers in Education

illustrates how the integration and synchronization of the course content isachieved. Quantitative metrics of the outcomes of the course are provided, including results fromstudent course evaluations, surveys, and exams. Results to date indicate an increase in bothprogramming competency and satisfaction with the learning experience.1. IntroductionWe have recently implemented an integrated, hands-on, project-based approach to instructingMechanical Engineering students in computer programming at the University of Utah. Our newcourse serves as an introduction to computer programming for freshmen in MechanicalEngineering, preparing students in particular for a sophomore-level Numerical Methods courseand a junior-level Mechatronics sequence. It is desired

Conference Session

Innovative Teaching

Collection

2016 ASEE Annual Conference & Exposition

Authors

Lawrence O Kehinde P.E., Obafemi Awolowo University, Ile-Ife, Osun State, Nigeria; Obasegun Tekena Ayodele, IEEE Educational Activities; Olubiyi Olaoluwa Akintade, Department of Electronic & Electrical Engineering, Obafemi Awolowo University, Ile-Ife, Nigeria.; KAZEEM Olaide Olawale, Obafemi Awolowo University, Ile-Ife, Nigeria

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Computers in Education

the manufacturer, operator and/or other connected devices. A simple IoT buildingblock is shown in Figure 1. Each object within the network is uniquely identifiable, can beaccessed through a network and can be controlled using lightweight software. Though IoT is stillemerging, there have been such projections that as many as 100 billion IoT devices would beinterconnected by 2025 with a global economic impact of more than $11 trillion. This is largelydue to the anticipated IoT impact on agriculture, healthcare, energy management, security, etc. OBJECTS/ APPLICATIONS CLOUD THINGS Figure 1: A simple IoT

Conference Session

Technology-Related Educational Research

Collection

2016 ASEE Annual Conference & Exposition

Authors

Joshua Sai Yuen, University of California - Riverside; Alex Daniel Edgcomb, University of California - Riverside; Frank Vahid, University of California - Riverside

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Diversity

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Computers in Education

 questions, with 73% earnestly attempting 80%­100%.  Only 1% of students blatantly "cheat the system" by earnestly attempting less than 20% of questions. Thus, the heartening conclusion is that students will take advantage of a well­designed learning opportunity rather than just quickly earning points.  We noted that earnestness decreased as a course progressed, with analyses indicating the decrease being mostly due to tiredness or some other student factor, rather than increasing difficulty. We also found that analyzing per­question earnestness can help question authors find questions that need improvement.  In addition to providing results of our earnestness analysis, this paper also describes the style by which the learning questions were made

Conference Session

Computers in Education Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

John C Nesbit, Simon Fraser University; Li Liu, Simon Fraser University ; Qing Liu, Simon Fraser University; Olusola O Adesope, Washington State University-Pullman

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Diversity

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Computers in Education

systems has never been greater.1 ITS have been developed for a wide range ofsubject domains (e.g., mathematics, physics, biology, medicine, reading, languages, andphilosophy) and for students in primary, secondary and postsecondary levels of education.Although most ITS have been developed by researchers and never deployed outside thelaboratory or the single university-level course for which they were designed, there are examplesof mature systems that have been deployed more widely and extensively evaluated.2, 3Like previous reviewers1, 4, 5 we have adopted a definition of ITS that emphasizes studentmodeling as an essential characteristic. We identify an ITS as any computer system that performsteaching or tutoring functions (e.g., selecting

Conference Session

Innovative Use of Technology I

Collection

2015 ASEE Annual Conference & Exposition

Authors

Katharina Schuster, RWTH Aachen University; Anja Richert, RWTH Aachen University; Sabina Jeschke, RWTH Aachen University

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Computers in Education

virtualenvironments for cognitive processes. In particular, the depth of the resulting “spatialpresence” and the phenomenon of “flow” are discussed. The paper closes with a discussion ofthe question, to what extend such innovative technologies establish new possibilities foreducational sciences and pedagogics, especially focusing on engineering education and thefield of virtual experiments.1. Introduction – New Perspectives for Engineering Education through Mixed Reality Page 26.1188.2A main goal of engineering education is the development of professional skills, to supportgraduates with the application of their knowledge within their subsequent

Conference Session

Course Development / Curriculum Development

Collection

2015 ASEE Annual Conference & Exposition

Authors

Carlotta A. Berry, Rose-Hulman Institute of Technology

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Diversity

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Computers in Education

programminglanguage such as C and some familiarity with AI, HCI, or other relevant fields. The course metonce per week for 2 ½ hours for 15 weeks. The class format was approximately an hour forlecture and the remaining time to work on the lab projects. There was no single textbook butweekly readings on the state of the art as well as written discussion and quizzes on the readings.The literature review quizzes and discussion were due each week before the related lecture. Thecourse grade was based upon the criteria shown in Table 1. Table 1: HRI Course Grading Criteria Participation 10% Discussion 15% Quizzes

Conference Session

Computer-Based Tests, Problems, and Other Instructional Materials

Collection

2015 ASEE Annual Conference & Exposition

Authors

Matthew West, University of Illinois, Urbana-Champaign; Geoffrey L. Herman, University of Illinois, Urbana-Champaign; Craig Zilles, University of Illinois, Urbana-Champaign

Tagged Divisions

Computers in Education

shows thatdifferent students require different amounts of practice to achieve proficiency in a given skill, andthat all students require repeated practice 1 . Additionally, spaced-repetition theory 2 providesevidence that it is more effective to space out repeated practices of the same or similar items 6 .To incorporate both mastery learning and spaced-repetition concepts into online homeworks, wedeveloped the PrairieLearn web-based homework system. This system simultaneously modelsboth student ability and question difficulty and guides students by adaptively awarding studentsdifferent numbers of points to each question (positive for correct answers, negative for incorrectanswers). The objectives of this system are to: (1) enable students to

Conference Session

Innovative Use of Technology I

Collection

2015 ASEE Annual Conference & Exposition

Authors

Oscar Antonio Perez, University of Texas, El Paso; Mike Thomas Pitcher, University of Texas, El Paso; Pedro Arturo Espinoza, University of Texas, El Paso; Hugo Gomez, University of Texas, El Paso; Herminia Hemmitt, University of Texas, El Paso; Randy Hazael Anaya, University of Texas, El Paso; Peter Golding, University of Texas, El Paso; Hector Erick Lugo Nevarez, University of Texas, El Paso

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Diversity

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Computers in Education

, technology and engineer abilities in order to expand their professional potential. c American Society for Engineering Education, 2015 ANALYSIS OF THE IMPACT OF 3D TECHNOLOGY IN STEM- BASED COURSES; SPECIFICALLY INTRODUCTION TO ENGINEERING COURSES.The impact of new technologies on teaching and learning engineering is important to study andunderstand for various reasons, including: (1) the pervasive use of technology tools by students, and(2) the rapidly increasing use of technology tools in schools and college classrooms, as new devicesthat balance cost, functionality and portability and shift the use of computing devices from personalpurposes to mainstream course applications. We present

Conference Session

Innovative Use of Technology II

Collection

2015 ASEE Annual Conference & Exposition

Authors

Matthew A. Verleger, Embry-Riddle Aeronautical University, Daytona Beach

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Diversity

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Computers in Education

Table 1.The mathematical model dimension encompasses the assessment of (1) the quality of thesolution in terms of how well it addresses the complexity of the problem and accounts for alldata provided, and (2) the use of rationales to support the solution method. The root of thisdimension is assessing how good the procedure is at providing a solution to the specific problembeing given. Does the procedure do what it is explicitly required to do? This dimension of theMEA Rubric contains 3 items and an overall dimension scoreThe re-usability/modifiability dimension consists of two inter-related but subtly differentconcepts. The re-usability aspect focuses on the quality of the solution in terms of how easily itcan be used by the client in new but

Conference Session

Online, Hybrid, and other Virtual Learning Environments

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kerrie A Douglas, Purdue University, West Lafayette; Brittany Paige Mihalec-Adkins, Purdue University; Nathan M. Hicks, Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette; Peter Bermel, Purdue University; Krishna Madhavan, Purdue University, West Lafayette

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Computers in Education

that MOOCs can be marketed as professional developmentof working engineers and dissemination of highly technical information.IntroductionMassive open online courses (MOOCs) are a relatively young and rapidly growing concept inonline education. The term, MOOC, has been defined as “any online educational course that isavailable at no or minimal cost, is open to a very large number of students, and for which theeducational materials and resources are freely available online” (p. 218).1 In general, MOOCsare free of the typical educational barriers of prerequisites, fees, and hard requirements forparticipation in the course, creating an investment-free option to access learning materials.2Indeed, those who enroll in MOOCs are free to enter and

Conference Session

Computers in Education Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lulu Sun, Embry-Riddle Aeronautical Univ., Daytona Beach; Yan Tang, Embry-Riddle Aeronautical Univ., Daytona Beach

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Diversity

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Computers in Education

. Figure 1 and Figure 2 show snapshots of the concept test question and student responseson PollEverywhere.com from Graphical Communications, and Dynamics courses respectively.Figure 3 shows a snapshot of the open-ended question and student responses from ControlSystems. The lectures were punctuated by multiple-choice conceptual questions or open-endedquestions to test students’ understanding of the material. In the multiple-choice conceptualquestions, often the distracters (incorrect responses) reflect typical student misconceptions.These questions are good indicators of students’ conceptual understanding, especially infundamental courses. The open-ended questions provide the senior-level students an opportunityto improve their critical thinking

Conference Session

Online, Hybrid, and other Virtual Learning Environments

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ernest M. Kim P.E., University of San Diego; Thomas F. Schubert Jr. P.E., University of San Diego; Cyd Burrows, University of San Diego; Shahra Meshkaty, University of San Diego

Tagged Divisions

Computers in Education

course.Student perceptions of the use of iPads in the classroom and student attitudes and studentaccomplishments are considered with similar results as reported by Goyings, Klosky, andCrawford [1], and Zhu [2].II. Classroom Instructional MethodsStudents who are in a traditional lecture setting often are so busy trying to capture what is beingsaid at the instant the speaker says it that they do not have the time to reflect upon what is beingsaid. Therefore, they may miss significant topical points because they are trying to transcribe theinstructor’s words. [3][4]. In a flipped classroom, the class-lecture time is replaced by in-classactivities. Lectures and other learning material are delivered so that students are able to view andimmerse themselves in