July 26, 2021
July 26, 2021
July 19, 2022
This study investigates what amount of assistance (text and hyperlinks) optimize student understanding of instructions in an engineering technology lab. The target course is a junior level instrumentation class taken by mechanical engineering technology, electrical engineering technology and computer engineering technology students. In the past, the instructor has created lengthy documents giving detailed step-by-step instructions on how to complete each lab assignment. During lab time, some students will ask questions that are answered in the instructions, making the instructional team question if the students are reading the assignment before coming to lab. One possible reason for lack of student pre-reading is the length of the documents. Would student be more likely to read instructions and comprehend them if the instructions were shorter and the students clicked on hyperlinks only when they determined they needed more information? The authors revised approximately two-thirds of the lab assignments, dividing the assignments into three categories of detail: High level instructions with hyperlinks for details; Medium level of instruction with a few hyperlinks; detailed instructions all in one document (existing format). Students were surveyed on their understanding of the assignments and lab report grades were compared to instruction level. The study was truncated because of the COVID-19 pandemic, so only partial results are presented. These partial results indicate that students prefer a “medium” level of instruction: an assignment that contains all the steps, but with details in hyper-linked documents.
Cooney, E. M., & McNeely, A. (2021, July), Assessing Level of Laboratory Instruction to Engineering Technology Students Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. 10.18260/1-2--36709
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