New Orleans, Louisiana
June 26, 2016
June 26, 2016
August 28, 2016
Educational Research and Methods
Recent national STEM initiatives have shifted research focus from the development of instructional innovations to the examination of change processes and implementation of research based instructional strategies. Emphasis has been placed on adoption of instructional strategies and how they are implemented, especially in engineering science courses at the core of engineering curriculum. Unfortunately, little has been done to examine the multidimensional relationship among instructional strategies, active and interactive learning, and student engagement in post-secondary engineering energy science courses. Successful implementation of instructional strategies hinges not only on the how, but also the why and for what purpose. The current study provides evidence for the complex, multivariate relationship among eight instructional strategies, active and interactive learning, and multiple forms student engagement. Results have implications for the specific use of instructional strategies to promote different forms of engagement and learning.
Hilpert, J. C. (2016, June), A Multivariate Examination of Active and Interactive Learning and Student Engagement in Post-Secondary Engineering Energy Science Classrooms: The "Why" of Instructional Strategy Use Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26368
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