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A Multivariate Examination of Active and Interactive Learning and Student Engagement in Post-Secondary Engineering Energy Science Classrooms: The "Why" of Instructional Strategy Use

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2016 ASEE Annual Conference & Exposition


New Orleans, Louisiana

Publication Date

June 26, 2016

Start Date

June 26, 2016

End Date

August 28, 2016





Conference Session

Classroom Practice III: Student-Centered Instruction

Tagged Division

Educational Research and Methods

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Paper Authors


Jonathan C. Hilpert Georgia Southern University

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Dr. Jonathan C. Hilpert is an Associate Professor of Educational Psychology in the College of Education (COE) at Georgia Southern University. His research focuses on examining student engagement and interactive learning in post-secondary STEM courses from a complex systems perspective, including the emergent and dynamic qualities of psychological and collaborative systems and their underlying network structures. His research findings have been disseminated in national and international engineering education and psychological journals (including Journal of Engineering Education, Journal of Women and Minorities in Science and Engineering, Educational Psychology, Psychological Inquiry, and Motivation and Emotion) as well as presented at national and internal conferences (including American Education Research Association, American Society for Engineering Education; European Association for Research in Learning and Instruction; and various symposiums organized by the National Science Foundation). Dr. Hilpert teaches graduate and undergraduate courses in the COE, including topics such as learning theories and applications, thinking and problem solving, interactive learning, models of motivation, assessment and classroom management, and field based research methods. He has expertise in a range of research methods and analytical techniques, including structural equation modeling, hierarchical linear modeling, longitudinal growth curve modeling, measurement and assessment of latent constructs, thematic analysis, and network analysis.

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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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