Conference Session

Computers in Education 9 - Technology 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Mahgol Nowparvar, Pennsylvania State University ; Xing Chen, Pennsylvania State University ; Omar Ashour, Pennsylvania State University ; Sabahattin Gokhan Ozden, Pennsylvania State University Abington; Ashkan Negahban, Pennsylvania State University

Tagged Divisions

Computers in Education

" ) OR LIMIT-TO ( EXACTSRCTITLE , "ASEE Annual Conference Proceedings" ) )Next, we perform co-occurrence analysis [5]–[7] to classify and map co-occurred words andphrases among the collected papers related to PBL and VR to describe research trends. Figure 3presents an illustrative example of co-occurrence analysis with three hypothetical documents(Doc 1-3) and the resulting map/network of keywords/phrases (denoted by A, B, C, E, R, W, X). (a) The three documents and their keywords used in the example of co-occurrence analysis. The size of nodes and length of links reflect the number of co-occurrences

Conference Session

Online, Hybrid, and other Virtual Learning Environments

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kerrie A Douglas, Purdue University, West Lafayette; Brittany Paige Mihalec-Adkins, Purdue University; Nathan M. Hicks, Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette; Peter Bermel, Purdue University; Krishna Madhavan, Purdue University, West Lafayette

Tagged Divisions

Computers in Education

instruction to the needs of the intended learners isan undeniably critical component of teaching. Smith and Ragan refer to this process asinstructional design and define it as a “systematic and reflective process of translating principlesof learning and instruction into plans for instructional materials, activities, informationresources, and evaluation” (p. 4).7 Further, Smith and Ragan assert that understanding thelearners, which requires consideration of learners’ needs and goals, is not only necessary butcentral to successful instructional design.7 Regardless of educational platform, instructioncannot be appropriately designed to meet the needs of the learners and ultimately produce thedesired outcomes without a comprehensive understanding of the

Conference Session

Programming for Engineering Students I

Collection

2009 Annual Conference & Exposition

Authors

Melinda Hess, University of South Florida; Autar Kaw, University of South Florida; Corina Owens, University of South Florida

Tagged Divisions

Computers in Education

conceptual and practical issues to consider ishighly valuable when one is embarking on the design and implementation of an onlinecourse.The purpose of this study was not only to gather data from faculty and students regardingtheir perceived usefulness of these materials in a Numerical Methods course, but also toprovide methods and examples of instruments used to evaluate and assess the utility ofthe tools and information provided through the web-based resources and modules.Although the literature base for evaluating online courses is expanding as a reflection ofthe ongoing expansion of the implementation of online instruction, much of informationavailable addresses a specific issue, design characteristics, or target population.Currently the

Conference Session

First Year Computing Topics

Collection

2017 ASEE Annual Conference & Exposition

Authors

Vanessa Svihla, University of New Mexico; Woong Lim, University of New Mexico; Elizabeth Ellen Esterly, University of New Mexico; Irene A Lee, MIT; Melanie E Moses, Department of Computer Science, University of New Mexico; Paige Prescott, University of New Mexico; Tryphenia B. Peele-Eady Ph.D., University of New Mexico

Tagged Topics

Diversity

Tagged Divisions

Computers in Education

conductstructured observations of in-class engagement.Our preliminary analysis suggests that building on the interests, experiences, and knowledge thatpotential CS majors bring with them to class, and connecting curricula to emerging issues cansupport the learning experiences of students traditionally underrepresented in CS. For example,in the extension of the week 2 module in which students programed agents to draw their names,students were asked to create a design to reflect something about themselves. Students drewspirals, sine waves and other geometric shapes; some students wrote their names in cursive (onewith step-by-step agent instructions, another creating curves from mathematical functions); manydrew intricate emblems or logos illustrating aspects

Conference Session

Technical Session 4: Modulus Topics 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Alessio Gaspar, University of South Florida; Dmytro Vitel, University of South Florida; A.T.M. Golam Bari, University of South Florida

Tagged Divisions

Computers in Education

trol/intervention groups brokers ECJStarter Builds ECJ pipeline from Links BrokerEAInterface to Parson- classes evoparsons.ecj and sEvolutionState, main class of ECJ params configuration file pipeline PresetStarter Manually designed puzzles by Calls BrokerEAInterface once at start teacher Config Access to params configura- A factory for objects, creates them tion file through reflection by corresponding configurationadministration; the build-server bash script builds the EvoParsons jar, the evoparsons-server scriptis

Conference Session

Technical Session 9:Topics related to STEM

Collection

2019 ASEE Annual Conference & Exposition

Authors

Osman Yasar, State University of New York, Brockport; Peter Veronesi, The College at Brockport; Jose Maliekal, The College at Brockport, SUNY; Leigh J. Little, SUNY Brockport; John W. Tillotson, Syracuse University

Tagged Divisions

Computers in Education

their classrooms. Teachers reflected on students’ developing a sense of autonomy and persistence as learners. “I can give them a question on a test pretty much for anything for the year and it's not like, "Well, this wasn't going to be on the test so this isn't fair" because they now expect that anything they've learned is fair game throughout the whole year, so that has been a huge help for me,” noted one respondent. Another teacher offered, “When I give them a test, I can put a spiral question on there and again it's not like, “Well, I'm not answering it because this wasn't on the review sheet.” And especially in math, I can give them a deeper level question where it's not a simple equation that they might have just

Conference Session

Technical Session 3: The Best of Computers in Education

Collection

2019 ASEE Annual Conference & Exposition

Authors

Alexander James Tuttle, University of Georgia; Siddharth Savadatti, University of Georgia; Kyle Johnsen, University of Georgia

Tagged Divisions

Computers in Education

, including the positionand rotation of all devices, measuring tools, pen-strokes and buttons pressed. This deep-loggingis expected to be increasingly useful as a means for students and instructors to reflect on pastperformance, and potentially to automatically analyze real-time problem-solving behavior. Itcan also be used as an efficient way to watch a recorded lecture from an arbitrary viewingperspective, as was proposed in [13]. The whiteboard diagrams and writing could also be savedas artifacts of the analysis.5. Pilot StudyThough presented above as a sequential process, in truth, the hardware, user interface, andapplication were developed together, largely in parallel from an initial idea that collaboration anddrawing were important for real

Conference Session

Simulation

Collection

2015 ASEE Annual Conference & Exposition

Authors

Camilo Vieira, Purdue University; Alejandra J. Magana, Purdue University, West Lafayette; Anindya Roy, Johns Hopkins University; Michael L. Falk, Johns Hopkins University; Michael J. Reese Jr., Johns Hopkins University

Tagged Divisions

Computers in Education

problem solving process.IntroductionComputational Science and Engineering (CSE) has emerged as an important tool to solvecomplex engineering problems1. Engineers need an ability to use computational tools, integratedwith strong problem-solving skills, to tackle complex problems 6, 15, 16. For example, in MaterialsScience and Engineering, a sub discipline called Computational Materials Science3 has beenestablished. This trend is reflected in educational settings too --- there has been a call to integratecomputational tools and methods into different disciplinary engineering curricula sooner andoften2. Aligned with this idea, the department of Materials Science and Engineering at JohnsHopkins University started a novel computational course for its

Conference Session

Mobile Devices and Apps

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mohammadjafar Esmaeili, University of Dayton; Ali Eydgahi, Eastern Michigan University; Ilkhomjon Amanov, Eastern Michigan University

Tagged Topics

Diversity

Tagged Divisions

Computers in Education

moderate positiverelationship between the variable of Ease of Use and Behavior. In other words, if students findthe usage of a smartphone is easy, they are more willing to use a smartphone in classroom. H7. There is a positive significant relationship between Usefulness and BehaviorThe perception of Ease of Use is another internal factor that reflects the individual willingness toadapt or perform a task if the person feels performing that specific task is easy. Table 13 presentsthe results of the correlation analysis between two factors of perceived Usefulness and Behavior. Correlations Usefulness Behavior Usefulness

Conference Session

Best of Computers in Education Division

Collection

2016 ASEE Annual Conference & Exposition

Authors

Darren K Maczka, Virginia Tech Department of Engineering Education; Jacob R Grohs, Virginia Tech

Tagged Divisions

Computers in Education

choosing a language with a simpler syntax, herewe separate two tasks that we know individually demand a high level of cognitive load fornovices: learning problem-solving strategies, and learning programming techniques.AssessmentOften times assessment becomes the weak point of a learning system. Designing good assessmentis hard,56,57 and often good assessment can require significant time on the part of the instructor.Because of this, assessment is often simplified, lowering the effectiveness of the entiresystem.If our course objective is to teach learners to solve problems with programming, then an idealassessment would be to give students a problem to solve, ask them to write a program to solve itas well as reflect upon the patterns they used in

Conference Session

Teaching and Advising Tools Using Computers and Smart Devices

Collection

2016 ASEE Annual Conference & Exposition

Authors

Susan L. Miertschin, University of Houston (CoT); Barbara Louise Stewart, University of Houston; Carole E. Goodson, University of Houston (CoT)

Tagged Topics

Diversity

Tagged Divisions

Computers in Education

developing skills and understanding where the abilities and tools for learning gainedfrom various life stages (e.g., childhood) and various sources (e.g., schooling) provide a contextand resource for learning and performing in later life.8 Lifelong learning capability is seen whenan individual or group reflects on the current situation and resolves to address a problem, toshare an idea, or to do research and further study to gain a better understanding of the situation.Thus, lifelong learning happens serendipitously in the workplace, at home, and at play, as part ofdaily living.Some authors have written on the role of technology in lifelong learning. Idrus and Atansuggested that life-wide learning hinges on technology mediated communication

Conference Session

Computers in Education Division Technical Session 5: Online Teaching and Learning

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kenneth Reid, Virginia Tech; Max Mikel-Stites, Virginia Tech

Tagged Divisions

Computers in Education

group given the timing of the assignments. This is reflected primarily in theshared work unique to students, and not Chegg.com-tied submissions. Of the twenty Chegg.com-tiedsubmissions, nine were related to track 2 students and eleven to track 1 students, implying that there wasnot an increased use in Chegg.com throughout the semester, and that the increase in cases was due toother factors. This could also indicate that the known availability of solutions in the students’ peer groupwas the primary factor, and that students who used Chegg.com were already aware of it (and likely usingit) prior to the assignment. The bulk of the cases were pairs of students, with an average incident size of2.38 students. Based on this, while cross-track sharing

Conference Session

Programming for Engineering Students II

Collection

2008 Annual Conference & Exposition

Authors

Amy Craig, North Carolina State University; Lisa Bullard, North Carolina State University; Jeff Joines, North Carolina State University; Tom Miller, North Carolina State University; Carolyn Miller, North Carolina State University; Dianne Raubenheimer; George Rouskas, North Carolina State University; Larry Silverberg, North Carolina State University; Eric Wiebe, North Carolina State University

Tagged Divisions

Computers in Education

integral part of the ongoing activities. One research and assessment method beingemployed is the Delphi method. This formal communication process will be used to gatherconsensus among faculty, industry leaders and students in an effort to identify sets ofcomputational skills vital for engineering professionals. Descriptions and reflections of the firstyear of project activities will be presented as well as plans for future activities. Preliminaryassessment data will also be available.1. IntroductionTwo decades ago to say that an engineering graduate was highly competent in computing meantthat he or she had mastered the FORTRAN programming language. A decade later it meant, inaddition, mastering basic skills in a few key discipline-specific

Conference Session

Instrumentation and Laboratory Systems

Collection

2007 Annual Conference & Exposition

Authors

Jon Sticklen, Michigan State University; Daina Briedis, Michigan State University; Mark Urban-Lurain, Michigan State University; Timothy Hinds, Michigan State University

Tagged Divisions

Computers in Education

towardsthe problem-solving goal.Engineering curricula have focused strongly on criterion (a) above to the detriment of the otheritems in the list. Indeed, many if not most engineering classes have focused on the first aspect of(a): a through grounding in the “basics” of a given discipline as “delivered” through lecture. Aslow but steady evolution of “content tyranny” to more and more reliance on “lecturing about”more and more material is a reflection of exploding amounts of knowledge in the engineeringdisciplines. Yet with ever more “knowledge to be imparted,” engineering students findthemselves with so many details to master that they often lose sight of the goal: effectiveproblem solving predicated on integrated understanding of technical

Conference Session

Educational Software

Collection

2007 Annual Conference & Exposition

Authors

Anthony Rynne, University of Limerick; William Gaughran, University of Limerick

Tagged Divisions

Computers in Education

create features, normally it isbetter to do so to avoid possible later model distortion. The 2D sketch is then turned into a 3Dsolid usually by an extrusion or a revolve process. As noted previously, sketches can also beturned into solid features through a sweep or loft process. Extrusions pull the sketch normalto the sketch plane, while a revolved feature rotates the sketch around an axis. Sweepingmoves the sketch along a path made up of straight or curved geometry, while lofting usesmultiple sketches to transition from one shape to another. Each sketch is linked to itsresulting feature. If the user goes and edits the sketch, the feature will update to reflect thechange. Normally each sketched feature will require its own sketch.When designing

Conference Session

Computer Education Innovations II

Collection

2010 Annual Conference & Exposition

Authors

Patricia Carlson, Rose-Hulman Institute of Technology; Ryan Smith, Rose-Hulman Institute of Technology

Tagged Divisions

Computers in Education

learning containing real-world contexts that combine science and mathematics “to solve a human problem, met a societal need, or develop a product (p. 161).19Most of our users think of PRISM as a knowledge management tool to help them address theemerging emphasis on the Academic Standards, as required by the Indiana Department ofEducation (http://www.doe.state.in.us/). Indiana is one of a handful of states in the USrecognized for realigning academic standards and graduation requirements to meet real-worlddemands.20 While PRISM was established for Indiana teachers, the portal is free and open toall. Teachers from other states find the system useful because most states have very similarstandards, which reflect the reforms begun by the U.S

Conference Session

Computers in the Laboratory

Collection

2012 ASEE Annual Conference & Exposition

Authors

Oluwapelumi Olufemi Aboluwarin, iLab Obafemi Awolowo University, Ile-Ife; Kayode Peter Ayodele; Lawrence O. Kehinde, Obafemi Awolowo University; Babatunde Isaac Ishola

Tagged Divisions

Computers in Education

short questionnairewas administered to the students. The questionnaire had 3 questions: 1. Do you feel you were interacting with real hardware? 2. Is the laboratory interesting or worthwhile? 3. Does this interface correctly reflect what you would have done in a real lab?Table 1 shows the results of the post-experiment activities. The results in Table 1 suggests thathaving performed the AM iLab experiment using interface A, users had a better understanding ofwhat amplitude modulation entails. The interface aided their understanding by walking themthrough the step wise process in creating an AM signal. This was made possible because everywire connection was an integral part of the AM block diagram and it helped the user visualize

Conference Session

Topics in Computer Science and Programming

Collection

2012 ASEE Annual Conference & Exposition

Authors

Walter W. Schilling Jr., Milwaukee School of Engineering; Mark J. Sebern, Milwaukee School of Engineering

Tagged Divisions

Computers in Education

comparedagainst the needs of computer engineering students as well as checked for overlap with existingcourses. From this, the initial listing of 13 course outcomes was reduced to 11 course outcomes,as is shown in Figure 5. These outcomes reflected an increased emphasis on the practicesnecessary for software engineering and a slight de-emphasis on the specific object-orientedanalysis and object-oriented design techniques from the initial offering. An increased emphasison the verification of software was added, as well as outcomes related to effectivecommunications. Based on feedback from the final offering of CS489, it was also felt that astrong emphasis in the area of requirements review and development was necessary. Catalog Description: This course

Conference Session

Computers in Education Division - General Technical Session 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jacob P. Moore, Virginia Tech; Michel Paul Pascale; Christopher B. Williams, Virginia Tech; Chris North, Virginia Tech

Tagged Divisions

Computers in Education

for Engineering Education, 2013 TRANSLATING EDUCATIONAL THEORY INTO EDUCATIONAL SOFTWARE: A CASE STUDY OF THE ADAPTIVE MAP PROJECTAbstractIn this paper, the authors describe the development of an instructional software, wheredevelopers engaged in the process of translating educational theory into a cyber-learning tool,and the challenges encountered in evaluating its usability and effectiveness of the tool as alearning aid. Specifically, the authors reflect on their experience in creating the “Adaptive Map”– an instructional software designed to help students gain conceptual understanding of largestores of content information. This concept map -based system explicitly shows how discreteconcepts are linked to the whole of the course with

Conference Session

Tablets, Mobile and Technology

Collection

2013 ASEE Annual Conference & Exposition

Authors

Steven Chingnam Goh, University of Southern Queensland; Linda Ann Galligan, University of Southern Queensland; Harry Ku, University of Southern Queensland

Tagged Divisions

Computers in Education

Strongly Agree Agree Neutral Disagree Strongly Disagree Page 23.1373.10 Fig. 6. The recorded lectures are audible and the video is clear. 9Results in Fig. 7 clearly indicate that the majority of students prefer the option of viewingrecorded lectures offline. We believe that the results reflect the fact that a large portion ofexternal student cohorts at USQ are working professionals, who are busy with their

Conference Session

Computers in Education 7 - Modulus 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Anu Aggarwal, University of Illinois Urbana Champaign

Tagged Divisions

Computers in Education

website,black board and lab access over vpn were used for course delivery. This caused some confusionamong students and instructors. Therefore, in Fall 2020 semester (still affected by covid), it wasdecided to deliver the course over a single platform, viz, blackboard. As such, zoom links forlectures, office hours and exams were posted on blackboard, all lecture notes, recordings, HWs,labs, project and exams were delivered through blackboard. Labs were moved to a platform thatwas free (PSPICE) to students and could be installed on their laptops. So, problems encountereddue to remote log in were not there. This was reflected in better student performance and betterinstructor evaluations in the Fall 2020 semester than in the Spring 2020 semester

Conference Session

Computers in Education 9 - Technology 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Emre Tokgoz, Quinnipiac University; Samantha Eddi Scarpinella, Quinnipiac University; Michael Giannone, Quinnipiac University

Tagged Divisions

Computers in Education

same technology to solve these two questions.  26% of the participants correlated to solve Q1 and Q2 by using the same technology, calculator.  33% of the participants correlated to solve Q2 and Q3 by using a calculator.  35% of the research participants selected different technologies for all three questions.Figure 16 below reflects a summary of the correlation analysis. Correlation Analysis of the Three Research Questions  Different Tech  35%  Q2&3  33%  Q1&3  52%  Q 1&2

Conference Session

Computers in Education 6: Best of CoED

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jeremy Stairs, University of Toronto; Raman Mangla, University of Toronto; Manik Chaudhery, University of Toronto; Janpreet Singh Chandhok, University of Toronto; Hamid S. Timorabadi, University of Toronto

Tagged Divisions

Computers in Education

) literature, the richness of a medium is defined as its capacity to change understanding,and it is commonly asserted that media with more information are richer [3]. For instance, Zoom andGoogle Meet are richer than text messages [3]. CMC researchers have shown richer media to facilitatemore fluent conversation, interpersonal awareness, interpersonal bonding, oxytocin release, andperception of understanding [4][5][6][7]. Video is used to quickly communicate nonverbal cues forturn-taking, understanding, and attention [5][8][9].State of the art videoconferencing reflects the findings of the literature on richness; Zoom and BbCollaborate feature simultaneous videoconferencing, emoji reactions, text chat, screen sharing, andbreakout rooms. However, they

Conference Session

CoED: Computer Science Topics

Collection

2017 ASEE Annual Conference & Exposition

Authors

Curtis Cohenour P.E., Ohio University; Audra Anjum, Ohio University

Tagged Divisions

Computers in Education

ETM program must take and pass as a requisite for subsequent ETMcourses. The class is taught online and is approximately 50% Microsoft Excel, 40% Access, and10% other Microsoft Office products, including PowerPoint and Visio. Database skills arenecessary for subsequent courses taught in detail using Microsoft Structured Query Language(SQL). Access® introduces the students to tables, keys, relationships, and queries which are usedin the subsequent classes.The main motivation for developing the grader was to provide detailed, timely, and objectivefeedback on a high volume of gradable material to students in a large online class. Thepromptness of the feedback was crucial, as it allowed students to reflect on their errors, takecorrective actions

Conference Session

Computer-Based Games and Animations in Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Frank Vahid, University of California - Riverside; Susan Lysecky, zyBooks, Inc.; Alex Daniel Edgcomb, University of California - Riverside

Tagged Divisions

Computers in Education

  provides  HTML  on  the  left,  and  the  rendered  web page  on  the right.  The student  can change  the HTML,  by modifying text,  adding bold,  inserting header  text, and  more,  and then  press "Render HTML"  to  see how  the changes  are reflected  in  a  new webpage.   9 Subsequent images show similar tools for CSS and Javascript.      10 Integrated basic word processing and spreadsheet applications Many  computing  technology  courses  have  lab  components  that  teach

Conference Session

Computers in Education Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Melissa Danforth, California State University, Bakersfield; Charles Lam, California State University, Bakersfield; Ronald Hughes, California State University, Bakersfield

Tagged Topics

Diversity

Tagged Divisions

Computers in Education

Education MinorityScience and Engineering Improvement Program under Grant No. P120A140051. Any opinions,findings, and conclusions or recommendations expressed in this material are those of theauthor(s) and do not necessarily reflect the views of the U.S. Department of Education.References[1] US Census Bureau, 2016 Census Data for Kern County.[2] US Census Bureau, 2017 Estimated Census Data Nationwide.[3] California Department of Education, Data and Statistics website. Data for Kern High School District.[4] N. Gorgievski and et al., "Tablet PC: A Preliminary Report on a Tool for Teaching Calculus," The International Journal for Technology in Mathematics Education, vol. 12, no. 3, pp. 95-102, 2005.[5] C. Lysy, C. A. Romney, J. P. Paniagua

Conference Session

Computers in Education Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Mourya Reddy Narasareddygari, North Dakota State University; Gursimran Singh Walia, North Dakota State University; Alex Radermacher, North Dakota State University; Otto Borchert, North Dakota State University

Tagged Divisions

Computers in Education

could be of further use in SEP-CyLE. We will conduct additional studiesto measure the impact of additional gamification elements on student performance and learningwhile using SEP-CyLE. Also, in future studies we will use SEP-CyLE in advanced levelprogramming courses and evaluate how these different learning strategies improve advancedunderstanding of software programming and testing techniques. 8. Acknowledgements:This work is supported in part by the National Science Foundation under grants DUE-1225742and DUE-1525112. Any opinions, findings, and conclusions or recommendations expressed inthis material are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation. 9. References:[1] I. F. de Kereki

Conference Session

Computers in Education Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Dazhi Yang, Boise State University; Steve R. Swasnon; Bhaskar B. C. Chittoori, Boise State University; Youngkyun Baek, Boise State University

Tagged Divisions

Computers in Education

-12STEM learning. It also contributes to the assessment and evaluation of CT in K-12students.AcknowledgementWe wish to thank the National Science Foundation (NSF) for the support of this studyunder Grant Number 1640228. Any opinions, findings, and conclusions orrecommendations expressed in this material are those of the authors and do notnecessarily reflect the views of the NSF. We also wish to thank Dr. Yu-hui Ching and Dr.Sasha Wang for their effort in the curriculum design and data collection of this study.References[1] National Research Council (NRC), How Students Learn: History, Science, andMathematics in the Classroom. Washington, DC: National Academy Press, 2005. [2] J. M. Wing, “Computational thinking,” Communications of the ACM, vol. 49

Conference Session

Computers in Education Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lulu Sun, Embry-Riddle Aeronautical Univ., Daytona Beach; Yan Tang, Embry-Riddle Aeronautical Univ., Daytona Beach

Tagged Topics

Diversity

Tagged Divisions

Computers in Education

. Figure 1 and Figure 2 show snapshots of the concept test question and student responseson PollEverywhere.com from Graphical Communications, and Dynamics courses respectively.Figure 3 shows a snapshot of the open-ended question and student responses from ControlSystems. The lectures were punctuated by multiple-choice conceptual questions or open-endedquestions to test students’ understanding of the material. In the multiple-choice conceptualquestions, often the distracters (incorrect responses) reflect typical student misconceptions.These questions are good indicators of students’ conceptual understanding, especially infundamental courses. The open-ended questions provide the senior-level students an opportunityto improve their critical thinking

Conference Session

Computers in Education Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

German Carro Fernandez P.E., Spanish University for Distance Education (UNED); Manuel Castro, Spanish University for Distance Education (UNED) ; Elio Sancristobal, Spanish University for Distance Education (UNED); Francisco Mur Perez, Spanish University for Distance Education (UNED)

Tagged Topics

Diversity

Tagged Divisions

Computers in Education

conducted with teachers from different educational areas with different skills. Theresult was in any case a correct installation of laboratory testing; a robot arm; and the onlydifferences were reflected in a little more time in cases where teachers have less knowledge ofcomputer/electronics.Regarding the use of the system by the students, all of them accessed the system through alogin/password traditional login and they could manipulate and control the robotic or electricalequipment both as a group; leaded by the teacher, or individually in slots of 15 minutes ofduration or through a pre-booking system integrated into SiLaRR and that can be configured bythe administrator and managed using the software.To achieve the universalization of system we