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Analysis Of A Learning Model Applied To An Engineering Course

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Conference

2005 Annual Conference

Location

Portland, Oregon

Publication Date

June 12, 2005

Start Date

June 12, 2005

End Date

June 15, 2005

ISSN

2153-5965

Conference Session

Electrical & Computer Engineering Poster Session

Page Count

9

Page Numbers

10.200.1 - 10.200.9

Permanent URL

https://peer.asee.org/14694

Download Count

35

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Paper Authors

author page

Arthur Brodersen

author page

Cordelia Brown

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

Session 1532

Analysis of a Learning Model Applied to an Engineering Course Cordelia M. Brown, Arthur J. Brodersen Vanderbilt University School of Engineering Department of Electrical Engineering and Computer Science Nashville, Tennessee 37325

Abstract

A three phase learning model was applied to an Introduction to Digital Logic course at Vanderbilt University in the Spring of 2004. The three phases included administering pre- assessment inventories, facilitating collaborative exercises, and evaluating the learning experiences of the students. The first and final phases were applied to all students in the Introduction to Digital Logic course. The second phase was applied to selected sections of the course. In the initial phase, students in all sections of the course were administered the Index of Learning Styles Questionnaire, a Myers-Briggs Type Indicator, and a laboratory experiences survey. In the second phase of the learning model, the students in the selected sections participated in weekly learning sessions. The weekly learning sessions provided students with practice problem sets and a structured environment to collaboratively practice problems and discuss Introduction to Digital Logic concepts. The final phase of the learning model evaluated the performance of students in both environments. A statistical analysis of each phase was completed. A statistical correlation between the performance of the participants in the second phase and that of all other students was formulated. This research study examined students’ learning style preferences, problem solving performance, gender, ethnicity, geographical backgrounds, confidence in performing course objectives, course performance, and overall performance.

Introduction

The Introduction to Digital Logic course serves as the first engineering course for many engineering students. During this pivotal point in a students’ academic career, it is important that the students’ initial exposure to engineering is learner centered, knowledge centered, assessment centered, and community centered1. A three phase learning model has been developed to provide a learning environment involving these learning essentials.

The Introduction to Digital Logic course is a course offered by the Department of Electrical Engineering and Computer Science. Students majoring in Electrical Engineering, Computer Engineering, and Computer Science are required to take to course. The course is four credit hours. It has a three-hour a week lecture and a three- hour a week lab.

“Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright © 2005, American Society for Engineering Education"

Brodersen, A., & Brown, C. (2005, June), Analysis Of A Learning Model Applied To An Engineering Course Paper presented at 2005 Annual Conference, Portland, Oregon. https://peer.asee.org/14694

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