Asee peer logo

Cbt Teaching Toolbox: A Mechanism For Collaborative Development Of Interactive Computer And Web Based Training

Download Paper |

Conference

2006 Annual Conference & Exposition

Location

Chicago, Illinois

Publication Date

June 18, 2006

Start Date

June 18, 2006

End Date

June 21, 2006

ISSN

2153-5965

Conference Session

On Pedagogy of Lab Courses and Their Design

Tagged Division

Division Experimentation & Lab-Oriented Studies

Page Count

16

Page Numbers

11.313.1 - 11.313.16

Permanent URL

https://peer.asee.org/1349

Download Count

23

Request a correction

Paper Authors

author page

Stephen Crown University of Texas-Pan American

author page

Arturo Fuentes University of Texas-Pan American

author page

Bob Freeman University of Texas-Pan American

Download Paper |

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

"CBT" Teaching Toolbox: A Mechanism for Collaborative Development of Interactive Computer and Web-Based Training

Abstract

The "CBT" teaching toolbox is a dynamic forum for the planning, development, and dissemination of interactive computer and web based training. The toolbox web site serves as a resource of development tools, a repository of developed course content, and as a rendezvous for collaboration and interaction. The principle objective of the toolbox is to assist with the development and introduction of new pedagogical methods that allow for the teaching and integration of professional course related software into the engineering curriculum. Interactive computer based training (CBT) is used to accomplish this objective. The teaching toolbox facilitates the promotion of learner-centered, knowledge-centered, assessment-centered, and community-centered learning environments. Application of the toolbox tools has brought to light the importance of desegregating the learning environment to promote a higher level of learning. Each software application requires a significant investment of time for the instructor to teach and for the student to learn and apply. This extra burden on students is minimized through the effective use of CBT tools that can adapt to the student's instructional needs. The introduction of CBT tools into the curriculum brought with it the ability to impact other aspects of the course and student learning. The interactive movies, games, quizzes, virtual world, and other resources offered on the instructional web sites developed for each involved class focused on course fundamentals that are problematic for students. The additional assistance that students receive from these interactive tools can offset the cost of introducing engineering software into the curriculum but more significantly provides needed formative feedback and variety in the instructional environment. The teaching toolbox provides a mechanism for sharing the effort of creating and disseminating instructional content. The course specific content is designed to be adapted in part and in whole by instructors at other institutions who desire to use the developed resources without having to create content. The usefulness of the teaching toolbox as an aid to those, faculty and/or students involved in learning through teaching, who desire to create new content however should not be overlooked.

I. Introduction

Asynchronous interactive computer-based training is a powerful complement to classroom instruction. While the teaching of core engineering principles requires an interpretation and a developed understanding that generally requires classroom discussion between faculty and student, computer based training can be used to instruct students in the use of engineering software and to reinforce students’ interest, knowledge, and engineering judgment. The use of asynchronous delivery allows students to enter the instruction at the appropriate level. Students can select additional instruction in weak areas and skip ahead if they are familiar with the topic. Additionally, students can receive instruction on their own schedule and at their own pace. Finally, the instruction can be repeated and reviewed if students need repetition to grasp and retain instructions1. However, the full capacity of asynchronous computer-based instruction is still emerging. The development and use of interactive computer and web-based training (CBT)

Crown, S., & Fuentes, A., & Freeman, B. (2006, June), Cbt Teaching Toolbox: A Mechanism For Collaborative Development Of Interactive Computer And Web Based Training Paper presented at 2006 Annual Conference & Exposition, Chicago, Illinois. https://peer.asee.org/1349

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: © 2006 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