Steif, P. S., & Dollár, A. (2015, June), Exploring a New Approach to the Assessment of Web-based Materials for Engineering Statics Courses  Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24061

\bibitem{asee_peer_24061}
  Steif, P. S., \& Dollár, A. (2015, June), \emph{Exploring a New Approach to the Assessment of Web-based Materials for Engineering Statics Courses}
  Paper presented at 2015 ASEE Annual Conference \& Exposition, Seattle, Washington.
  10.18260/p.24061

Paul S. Steif and Anna Dollár.  "Exploring a New Approach to the Assessment of Web-based Materials for Engineering Statics Courses".  2015 ASEE Annual Conference & Exposition, Seattle, Washington, 2015, June.  ASEE Conferences, 2015.  https://peer.asee.org/24061 Internet.  15 Jan, 2025

\bibitem{asee_peer_24061}
  Paul S. Steif and Anna Dollár.
  "Exploring a New Approach to the Assessment of Web-based Materials for Engineering Statics Courses".
  \emph{2015 ASEE Annual Conference \& Exposition, Seattle, Washington, 2015, June}.
  ASEE Conferences, 2015.
  https://peer.asee.org/24061 Internet.  15 Jan, 2025

@INPROCEEDINGS{asee_peer_24061
author = "Paul S. Steif and Anna Dollár"
title = "Exploring a New Approach to the Assessment of Web-based Materials for Engineering Statics Courses"
booktitle = "2015 ASEE Annual Conference \& Exposition"
year = "2015"
month = "June"
address = "Seattle, Washington"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/24061}
number = {10.18260/p.24061}
}

TY  - CPAPER
AB  - CHALLENGES FACING DEVELOPMENT, ADOPTION, AND ASSESSMENT OF WEB-           BASED MATERIALS FOR ENGINEERING COURSESIn this paper we report on the lessons learned in the course of the nearly ten-year effortdeveloping the Open Learning Initiative Engineering Statics course, using it inclassrooms and conducting studies of its effectiveness.The OLI Statics course covers most topics of 2D statics, and consists of 20 modules, akinto chapters, with each module based on a set of carefully articulated learning objectives.The modules contain expository text, diagrams, and simulations, with, most significantly,a large number of interactive exercises. The exercises offer hints and feedback, therebyproviding extensive formative assessment to students. These materials were originallyconceived of and developed with an independent learner in mind. But these web-basedlearning materials have also been blended into an instructor-led, lecture-based staticscourses using either a “flipped classroom” format or a traditional format. Studentresponses on interactive exercises are recorded, which enables the degree to which theyhave mastered distinct concepts and skills to be tracked. This information on mastery,both for the class as a whole and for individual students, is provided to the instructor inthe form of a Learning Dashboard. This allows the instructor to see at a glance whichconcepts need reinforcement.In this paper, we share the challenges that face the enterprise of providing a potentiallyself-contained course online and embedding the course materials in the context ofinstructor-led courses. These challenges include meshing topic sequences, the ability forinstructors to view available exercises and what takes place within them, and how tobalance the provision of exercises that students can choose based on their learningtrajectory with the instructor seeking to give credit for some distinct portion of work.Learners also face challenges in trying to capitalize on such materials. Students typicallymay be inexperienced in assimilating the textual material that places exercises in a largercontext, while not being overwhelmed by reading. Students typically lack experience inregulating themselves based on feedback, as they are accustomed to a fixed assignment.Yet, it is challenging at the same time to give adequate feedback to students beyond thatwithin each exercise, information that would provide them a basis for self-regulation.There are also higher-level challenges related to signaling to potential instructors how touse such material and the benefits and costs of using them. In particular, describing thebenefits involves assessing how effective such materials are in promoting learning. Overthe course of developing and using these materials, multiple methods have beenemployed in an effort to gain insight into the relationship of usage to learning. We showand discuss the results with emphasis on one of the methods not previously published, inwhich successive attempts to exercise particular skills are tracked, with the goal ofdetermining whether mastery has been achieved.Keywords: web-based courseware, flipped classroom, interactive learning, assessment,Statics    
AU  - Paul S. Steif
AU  - Anna Dollár
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - Exploring a New Approach to the Assessment of Web-based Materials for Engineering Statics Courses
UR  - https://peer.asee.org/24061
DO  - 10.18260/p.24061
ER  -