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Enhancing Student Learning with Self-Directed Tutorials in a Freshman-Level Engineering Technology Course

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Conference

2014 ASEE Annual Conference & Exposition

Location

Indianapolis, Indiana

Publication Date

June 15, 2014

Start Date

June 15, 2014

End Date

June 18, 2014

ISSN

2153-5965

Conference Session

New Course Development Concepts in ET II

Tagged Division

Engineering Technology

Page Count

9

Page Numbers

24.526.1 - 24.526.9

DOI

10.18260/1-2--20418

Permanent URL

https://peer.asee.org/20418

Download Count

204

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Paper Authors

biography

Gonca Altuger-Genc State University of New York, Farmingdale State College

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Dr. Gonca Altuger-Genc is an Assistant Professor at State University of New York - Farmingdale State College in Mechanical Engineering Technology Department and K-12 STEM Outreach Team Leader at the Renewable Energy and Sustainability Center at Farmingdale State College. Her research interests are engineering technology education, self-directed lifelong learning and the decision-making process in design and manufacturing environments.

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Abstract

ENHANCING STUDENT LEARNING WITH SELF-DIRECTED TUTORIALS IN A FRESHMAN LEVEL ENGINEERING TECHNOLOGY COURSEOne way to get around time and resource limitations of in class education is to provide additionalmaterials. These materials can expand on the information provided through the lecture notes, thecourse book and in-class examples. This becomes especially important if the class is designed toteach students a new skill set, i.e. a computer software, drafting, simulation, use of a certain toolor equipment. As the new skills and new materials are presented to the students, it is importantto also keep in mind that how cognitive learning is achieved, and how to design a course toprovide students with the most effective cognitive learning process.This study describes design and development of a set of tutorials for a freshman level ComputerProgramming and Applications course in an Engineering Technology department. TheComputer Programming and Applications course teaches students how to use excel andspecifically how to program in excel in the context of engineering requirements. During lecturesand lab sessions, the instructor covers theory and practical applications, and students areresponsible to review the material that was covered in the class and submit their homeworkassignments. The excel applications covered generally involve multiple complex functionsapplied in a certain sequence. Even after the examples covered during classes, students can stillstruggle to remember the steps, the functions, and the order of their applications. In an effort toprovide students additional study materials, a set of tutorials designed and developed. Thetutorials are designed to follow Bloom’s Revised Taxonomy where the six stages of cognitiveprocess dimension (Remember, Understand, Apply, Analyze, Evaluate, and Create) are set as astep in each tutorial whereas, the knowledge dimensions are set as Factual Knowledge,Conceptual Knowledge, Procedural Knowledge, and Meta-Cognitive Knowledge.This paper will provide a detailed look into adoption of Bloom’s Revised Taxonomy indesigning and developing tutorial modules, and will provide the development of continuum fromfirst tutorial module to last tutorial module how knowledge dimension evolved from factualknowledge to meta-cognitive knowledge. In addition to the design of the modules, theimplementation process will be discussed in detail.

Altuger-Genc, G. (2014, June), Enhancing Student Learning with Self-Directed Tutorials in a Freshman-Level Engineering Technology Course Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--20418

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