June 15, 2014
June 15, 2014
June 18, 2014
24.469.1 - 24.469.13
Eliminating Lectures (and video lectures) in Large Introductory Materials Science and Engineering Courses: Large Gains in Student Learning!Lecturing to passive students has dominated engineering education despite numerous studies thatsuggest learning is more effective and deeper if active methods are used. The work presentedhere will use the same 180 student class and the same instructor as both the control andintervention group. This introductory materials science and engineering class has beentraditionally taught as three 50 minute lectures per week plus a 50 minute recitation. Theexperiment replaced one lecture a week with active learning activities and peer instruction whilecontinuing to have traditional lectures the other two sessions per week.!These active learning sessions were augmented by a short online quiz that students were requiredto take. They were permitted to retake the quiz as many times as needed to earn the score theydesired. These quizzes were based on the reading assignments.!An optional, short (<5 min) video was produced each week to replace the only component oflecture that was deemed valuable, inspiration. These videos were not intended to transfer anyinformation. Rather, these short documentary style videos featured a different faculty memberand their graduate students each week, sharing their passion for their research in the material thatwe wanted our students to study.!Learning was assessed by tagging exam questions based on the presentation style (lecture oractive learning) and comparing the data on two midterms and the final exam. All exams showeda significant difference in exam question score for concepts taught using active learningactivities. For example, the final exam showed a 19% difference in the median score on theactive learning tagged questions versus the traditional lecture tagged questions.!The paper will include additional information on methodologies as well as additional results. Wewill also discuss our current approach to use the results from this study to guide revisions fromthe course, which is to eliminate lecture and focus on active engagement in problem solvingduring class time.!!
Yalisove, S. M., & Daly, S. R. (2014, June), Eliminating Lectures (and video lectures) in Large Introductory Materials Science and Engineering Courses: Large Gains in Student Learning Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--20360
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