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A Design-Based Research Approach to Refining Pedagogy in Engineering Economics Online Learning

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2016 ASEE Annual Conference & Exposition


New Orleans, Louisiana

Publication Date

June 26, 2016

Start Date

June 26, 2016

End Date

June 29, 2016





Conference Session

Engineering Economy Division Technical Session 1

Tagged Division

Engineering Economy

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Paper Authors


Kellie Grasman Missouri University of Science & Technology

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Kellie Grasman serves as an instructor in Engineering Management and Systems Engineering at Missouri University of Science and Technology. She holds graduate degrees in engineering and business administration from the University of Michigan, and began teaching in 2001 after spending several years in industry positions. She was named the 2011-2012 Robert B. Koplar Professor of Engineering Management for her achievements in online learning. She serves as an eMentor for the University of Missouri System and earned a Faculty Achievement Award for teaching.

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Dan Cernusca North Dakota State University

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Dr. Dan Cernusca is an Assistant Professor of Practice/ Instructional Designer with the North Dakota State University, College of Health Professions. He received his Ph.D. degree in Information Science and Learning Technologies in 2007 from University of Missouri – Columbia. He also holds a BS and a Ph.D. from the University of Sibiu in Romania with a specialization in manufacturing technologies and respectively cutting-tools design. His research interests include design-based research in technology-enabled learning contexts, technology-mediated problem solving, applications of dynamic modeling for learning of complex topics, and the impact of epistemic beliefs on learning with technology.

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With the implementation of technology in education, educators accept responsibly for ensuring new approaches and tools add value to students’ learning. In this study, we follow a series of design-based research macrocycles (1,2) to monitor the impact of specific technology solutions implemented in the course and their perceived usefulness and value to students. Baseline findings indicated that value and usefulness of Reading assignments, the primary source of content delivery in the digital text, was limited. Since then modifications to both the course assessment structure for reading assignments and digital text itself were implemented.

This research will explore the impact of changes to the reading-related assignments and resources. The Reading assignments for each Module remained the same, offering links to specific sections of the digital text. However, we added for each Module a graded multiple-choice Reading Quiz to assess conceptual topics covered in the Reading assignment. Further, the digital text itself was enhanced to include interactive resources beyond the static textual content. Resource enhancements include hyperlink key terms, video lessons, and video examples. Key terms within paragraphs of the digital text are highlighted in blue, and clicking on the blue term displays a definition of the term in a popup window. Video lessons, appearing as a link at the beginning of most text sections, present a brief mini-lecture covering the topics of that text section. Finally, video examples are linked to select text example problems. The example problem is presented in static text form on the screen, and clicking a link opens a video detailing the solution process. Video examples demonstrate the solution process with audio narration and often include multiple solution approaches.

Preliminary intermediate results showed that the number of students that used the reading resources significantly increased from 70% in Fall 2012 to 82% in Spring 2013 and to 86% in Fall 2013, χ2 (3, N=529) = 11.4, p < .05. However, the perceived mean values for usefulness of readings increased only from 1.8 to 2.1 (with 5 being very useful), which was not a statistically significant increase. On the other hand, the changes tied to practice activities had a statistically significant increase in the perceived usefulness, with an increase of the average values from 3.1 to 3.4, F(3,525) = 2.9, p < .05.

1. Jonassen, D. H., Cernusca, D., & Ionas, G. I. (2007). Constructivism and Instructional Design: The Emergence of the Learning Sciences and Design Research. In R. A. Reiser & J. A. Dempsey (Eds.), Trends and Issues in Instructional Design and Technology (2nd ed., pp.45-52). Upper Saddle River, NJ: Merrill/Prentice Hall.

2. Cernusca, D. & Ionas, I.G. (2014). Design-Based Research as a Form of Action Research. In: J. W. Willis & C. Edwards (Eds.), Action Research. Models, Methods, and Examples (pp.195-220). Charlotte, NC: Information Age Publishing, Inc.

Grasman, K., & Cernusca, D. (2016, June), A Design-Based Research Approach to Refining Pedagogy in Engineering Economics Online Learning Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26307

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