June 16, 2002
June 16, 2002
June 19, 2002
7.208.1 - 7.208.9
Application of Active Learning Techniques to Computer-Based Instruction of Introductory Thermodynamics1
Edward E. Anderson2, M.P. Sharma3, and Roman Taraban4 2 Department of Mechanical Engineering Texas Tech University Lubbock, TX 79409-1021 email@example.com 3 Department of Chemical Engineering University of Wyoming 4 Department of Psychology Texas Tech University
Considerable research on the use of active learning techniques has revealed that both the depth of knowledge learned by the students and their retention of this knowledge is improved when these techniques are used. Based upon these findings, the authors have initiated the development of computer-based-instruction modules for the introductory thermodynamics course that incorporate active learning exercises. Active learning techniques incorporated into introductory thermodynamics modules include interactive exercises, immediate feedback, graphical modeling, physical world simulation, and exploration. This paper presents and demonstrates some of the active learning exercises developed to date specifically for this project. Assessment methods to measure the effect of active learning in virtual learning environments that are under development are also discussed.
In a recent speech , Michael Parmentier, Director of Readiness and Training, U.S. Office of the Secretary of Defense, referred to today’s learners as “The Nitendo Generation” whose first choice for learning is not static text and graphics, but rather interaction with rich multimedia and simulations. Consequently, the U.S. Department of Defense recently awarded major contracts
1 Project sponsored by the U.S. National Science Foundation under CCLI grant 0089410.
Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright ©2002, American Society for Engineering Education
Sharma, M. P., & Anderson, E., & Taraban, R. (2002, June), Application Of Active Learning Techniques To Computer Based Paper presented at 2002 Annual Conference, Montreal, Canada. https://peer.asee.org/11205
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