Conference Session

Statics Online

Collection

2015 ASEE Annual Conference & Exposition

Authors

Peggy C. Boylan-Ashraf, Stanford University; Sarah L. Billington, Stanford University; Sheri Sheppard, Stanford University

Tagged Topics

Diversity

Tagged Divisions

Mechanics

theonline activities of Homework 3, 4, and 6). These three during-the-quarter surveysincluded pre and post measures. While some questions varied with online activity, totrack students’ progress of self-efficacy from beginning to end, there were two questions,which were asked consistently throughout the quarter that we refer to herein as Case 1 inthis study. These questions were:1) “How confident are you in drawing a free-body diagram?” This question was asked in the beginning of quarter survey, Homework 3-pre survey, Homework 3-post survey, Homework 4-pre survey, Homework 4-post survey, and end of quarter survey. Page 26.1672.92) “How confident

Conference Session

Statics Online

Collection

2015 ASEE Annual Conference & Exposition

Authors

Devin R. Berg, University of Wisconsin, Stout

Tagged Divisions

Mechanics

of pre-CI scores. Interestingly,looking at the concept inventory scores for the top and bottom 20% of students measured byparticipation as presented in Table 2, the top 20% students for each cohort showed greaterimprovement when compared with the bottom 20%. For the small cohort, the percentageimprovements in CI scores were 64.9% and 72.9% for the bottom and top 20%, respectively. Forthe large cohort, the percentage improvements in CI scores were 9.1% and 47.3% for the bottomand top 20%, respectively. Thus the small cohort displayed greater performance gains overallregardless of participation level, while the gains for the large cohort showed greater difference onthe basis of participation level.Results from the qualitative self-efficacy

Conference Session

Computer Tutors, Simulation, and Videos

Collection

2015 ASEE Annual Conference & Exposition

Authors

Edward J. Berger, Purdue University; Edward A. Pan, University of Virginia

Tagged Divisions

Mechanics

, “Effects of process-oriented worked examples on troubleshooting transfer performance,” Learn. Instr., vol. 16, no. 2, pp. 154–164, Apr. 2006.[6] M. Ward and J. Sweller, “Structuring effective worked examples,” Cogn. Instr., vol. 7, no. 1, pp. 1–39, 1990.[7] K. J. Crippen and B. L. Earl, “The impact of web-based worked examples and self-explanation on performance, problem solving, and self-efficacy,” Comput. Educ., vol. 49, no. 3, pp. 809–821, Nov. 2007.[8] A. Renkl, R. Stark, H. Gruber, and H. Mandl, “Learning from worked-out examples: The effects of example variability and elicited self-explanations,” Contemp. Educ. Psychol., vol. 23, no. 1, pp. 90–108, Jan. 1998.[9] B. M. Mclaren, S. Lim, and K. R. Koedinger