being a correlational study, we cannot affirm that access to the MP webcasts helped studentsperform better on summative exams. It is possible that the more driven or more studious students whowould have performed well on the exams without the MPs found in the webcasts an additional resourceto help them prepare and obtain high test scores. However, even excellent students can be confused on aspecific aspect of a course or a problem. These students are more likely than others to ask forclarification and the answer to their queries in a MP webcast can benefit many other students. Ramos [1]provided the answers to MP questions in written documents made available online to all students in abioinstrumentation project course. The author noted that the
their learning experience in the laboratory. This indicates that while students mayhave the necessary information provided to them, such as in the form of a lab manual, they findthat additional interactions, through questions to the instructor, are beneficial in furthering theirlearning.When considering teaching a course in which laboratory equipment is involved, such as thatdiscussed in this study, it is concluded that written instructions alone are not sufficient inallowing students to complete a given project or task using that equipment. It was observed thatlearning is advanced more effectively when students have the opportunity to get answers to theirquestions throughout their operation or programming of the equipment. Therefore, it
mechanicalengineering majors and faculty immersing them in projects with practicing engineers, in whichstudents’ sense of belonging, engineering identities, and their persistence in the major werestudied 11. Solomon et al. reported that there is a visible gap in computing education research thatdoes not capture the intersectionality of being a Black woman in computing 12. Schar et al.explored the classroom belonging experiences with students in their first engineering-specifcclass, and found that belonging had two separate sources: academic belonging and socialbelonging 13. Al-Qudah et al. embedded small interventions in a course for engineering pre-majors to improve their sense of belonging and self-efficacy 14.It is the hope that we can build upon prior work
they include in menus and the order in whichthey appear. Broad–shallow menu structures are better than narrow– eep ones because peoplecan quickly scan lists and choose an option rather than clicking through pages, especially whenthe list is hierarchical or alphabetical. [4] For example, instead of a single menu link for “CourseDocuments” with several folders for “homework,” “project materials,” “study guides,” and“lecture notes,” the menu should have one link per item, provided users do not have to scroll tosee the entire menu. Additionally, lines should separate menus items into logical units, forexample separating course documents from items like grades and the discussion boards.Text styles can affect page legibility and readability. Fonts