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A Study Of Students’ Perceptions Of Computer Based Instruction In Introductory Thermodynamics Courses

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Conference

2003 Annual Conference

Location

Nashville, Tennessee

Publication Date

June 22, 2003

Start Date

June 22, 2003

End Date

June 25, 2003

ISSN

2153-5965

Conference Session

Issues in Computer Education

Page Count

14

Page Numbers

8.123.1 - 8.123.14

Permanent URL

https://peer.asee.org/12069

Download Count

86

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Paper Authors

author page

M. Sharma

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Session: 3420 (Computers in Education)

A Study of Students’ Perceptions of Computer-Based

Instruction in Introductory Thermodynamics Courses

M.P. Sharma1, Edward E. Anderson2, and Roman Taraban3

1 Department of Chemical and Petroleum Engineering University of Wyoming Laramie, WY 82071-3295 sharma@uwyo.edu

2 Department of Mechanical Engineering Texas Tech University Lubbock, TX 79409-1021 edanderson@ttu.edu

3 Department of Psychology Texas Tech University Lubbock, TX 79409-2051 roman.taraban@ttu.edu

Abstract

While education processes in all disciplines are experiencing some paradigm shifts with the recent advent and rapid advances made in the technology of designing, developing, and delivering Computer-Based-Instruction (CBI), engineering education, in particular, is entering a new and challenging phase. One of our biggest challenges is integrating CBI technologies (CD-ROM, World Wide Web/Internet, Online Synchronous/Asynchronous, Compressed Video, and hybrids of these tools) and assessing the effectiveness of their integration on teaching and learning by students in terms of depth of knowledge learned, dexterity/skill of problem solving, motivation/attitude, achievement, and retention of knowledge. Researchers of teaching and learning phenomena and processes, and educational psychologists, are investigating these phenomena based on different perspectives, theories, and hypotheses. Supported by a grant from the National Science Foundation, the authors of this paper have developed computer-based- instruction modules for an introductory thermodynamics course that incorporate active learning exercises within them. These techniques include interactive exercises, immediate feedback, graphical modeling, physical world simulation, and dynamic animations and exploration. The CBI modules employed interactive multimedia modules (CD-ROM and Online Teaching-Learning-

“Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright ©2003, American Society for Engineering Education”

Sharma, M. (2003, June), A Study Of Students’ Perceptions Of Computer Based Instruction In Introductory Thermodynamics Courses Paper presented at 2003 Annual Conference, Nashville, Tennessee. https://peer.asee.org/12069

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