Asee peer logo

Board 107: Communicating Findings about Online Forum Use among Undergraduates in Distance-delivered Calculus: Developing a Help Seeking Usage Model

Download Paper |

Conference

2018 ASEE Annual Conference & Exposition

Location

Salt Lake City, Utah

Publication Date

June 23, 2018

Start Date

June 23, 2018

End Date

July 27, 2018

Conference Session

NSF Grantees Poster Session

Tagged Topic

NSF Grantees Poster Session

Page Count

25

Permanent URL

https://peer.asee.org/29869

Download Count

26

Request a correction

Paper Authors

biography

Angela Minichiello P.E. Utah State University Orcid 16x16 orcid.org/0000-0002-4545-9355

visit author page

Angela Minichiello is an assistant professor in the Department of Engineering Education at Utah State University (USU) and a registered professional mechanical engineer. Her research examines issues of access and inclusivity in engineering education. In particular, she is interested in professional formation, engineering problem-solving, and the intersections of online learning and alternative pathways for adult, nontraditional, and veteran undergraduates in engineering.

visit author page

author page

Matthew Paul Jouffray

Download Paper |

Abstract

This paper reports on the synthesis of multiple user-centered design (UCD) tools to develop a model for student help seeking in STEM courses. Data used to construct the model was gathered among science, technology, engineering, and mathematics (STEM) undergraduates enrolled in distance-delivered calculus. The resultant help seeking “usage model” serves as a final project outcome of an NSF sponsored TUES Type I project entitled “Online Learning Forums for Improved Engineering Student Outcomes in Calculus.”

The goal of the study was to explore the use of a web-based, asynchronous learning forum, implemented as a class-based treatment intervention, to improve student outcomes in distance-delivered (i.e., synchronous broadcast) engineering calculus courses. Using a quasi-experimental, mixed methods approach, we gathered quantitative (i.e., exam scores, affective survey responses, forum posting statistics) and qualitative (i.e., forum textual posts, student and instructor interview transcripts, and classroom observational field notes) data from science, engineering, and mathematics undergraduates enrolled in control and treatment sections of Calculus I and II. Students enrolled within treatment sections were provided access to the online forum intervention and required to post weekly for the purposes of help seeking and discussion on problem-solving assignments. Taken as a whole, the mixed dataset presented a rich picture of the help seeking processes that students used in the course.

Our approach toward analyzing data and presenting project findings in the form of a usage model related to undergraduate help seeking in distance courses was motivated by the (a) need to integrate mixed data (i.e., quantitative and qualitative data) describing student help seeking behaviors, needs, attitudes, and goals within a holistic set of easy-to-use findings and (b) desire to expand the base of knowledge related to the application of UCD tools for student-focused curricular design in STEM education. In this paper, we describe our approach for developing the project usage model. Using examples from our analysis, we show and describe the steps taken to construct the model by jointly developing and combining three specific user-centered design tools (i.e., personas, scenarios, and landing zones) using an iterative, qualitative approach. Conclusions in the form of lessons learned and next steps are also presented.

Minichiello, A., & Jouffray, M. P. (2018, June), Board 107: Communicating Findings about Online Forum Use among Undergraduates in Distance-delivered Calculus: Developing a Help Seeking Usage Model Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. https://peer.asee.org/29869

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2018 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015