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Emporium Based Redesign of Statics: An Innovative Approach to Enhance Learning and Reduce Costs

Abstract

This paper describes a new approach for teaching Statics that is also applicable to other multi- section engineering courses with large enrollments. The redesign effort is based on NCAT’s emporium model whereby students are introduced to the course contents via asynchronous online delivery method outside of class and work on assignments and conduct experiments with physical models inside of class (emporium) under the guidance of the instructor along with a cadre of learning assistants. During the pilot phase, students were separated into control and experimental groups, which allowed a formative assessment of the learning outcomes and comparison of the traditional and emporium approaches. The results of the pilot phase along with the preliminary results of the full implementation phase show that the emporium approach has led to moderate improvements in the learning outcomes along with significant reduction in instruction costs. As for the students’ level of satisfaction with the emporium model, the opinions were rather mixed during the transition period with a growing tilt toward the new approach.

Introduction

Engineering Mechanics I or Statics is a sophomore-level course covering such topics as equilibrium of concurrent and non-concurrent force systems in two- and three-dimensional space, force-moment relationship, friction, analysis of truss and frame structures, and area moments of inertia. For many engineering disciplines—such as Aerospace, Biological, Chemical, Civil, and Mechanical—Statics serves as a prerequisite for more advanced mechanics courses including Dynamics, Fluid Mechanics, and Mechanics of Materials. Students who have trouble with Statics often face great difficulty learning the more advanced concepts in subsequent courses.

In an effort to enhance learning, many educators have successfully developed and integrated multimedia and computer technology in Statics instruction.1-4 Some of these tools are used to enhance the traditional (face-to-face) lecture format whereas others provide a framework for fully Web-based (online) or blended delivery of the course content. Although these tools help to diversify the delivery of instructional materials, the pedagogical paradigm of lecture-based instruction (on campus or distance) remains the same.

Despite students’ mixed opinions, most studies suggest that Web-based instruction is as effective as traditional face-to-face lecture approach. One particular study5 concluded that even though students preferred their experience in the face-to-face course, there was no significant difference in the learning outcomes of the two methods of instruction. Another comparative study6 showed a small increase in the students’ performance in the Web-based class, but concluded that the improvement could be attributed to the slightly higher grade point average (GPA) of the students in the Web-based course. After a thorough survey of many comparative studies reported in the literature, Olson and Wisher7 found that Web-based instruction can actually improve student

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Rais-Rohani, M., & Walters, A., & Vizzini, A. (2010, June), Emporium Based Redesign Of Statics: An Innovative Approach To Enhance Learning And Reduce Costs Paper presented at 2010 Annual Conference & Exposition, Louisville, Kentucky. 10.18260/1-2--16022