Fostering an Enriching Learning Experience: A Multisite Investigation of the Effects of Desktop Learning Modules on Students' Learning Experiences in Engineering Classrooms
- Conference
- Location
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Salt Lake City, Utah
- Publication Date
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June 23, 2018
- Start Date
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June 23, 2018
- End Date
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July 27, 2018
- Conference Session
- Tagged Division
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Educational Research and Methods
- Page Count
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12
- DOI
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10.18260/1-2--30533
- Permanent URL
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https://peer.asee.org/30533
- Download Count
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481
Paper Authors
Nathaniel Hunsu University of Georgia
Nathaniel Hunsu is currently an assistant professor of engineering education at the University of Georgia. He is affiliated with the Engineering Education Transformational Institute and the school electrical and computer engineering at the university. He holds a Bachelor’s degree in electronic and computer engineering from the Lagos State University in Nigeria, a Masters in Project management from the University of Sunderland, and a PhD in Educational Psychology from Washington State University. His research interests include learning and cognition, students’ engagement, and the assessment of learning and students engagements, in engineering classrooms. His expertise also include the development and validation of measurement inventories, systematic reviews and meta-analysis, and quantitative research designs.
Olusola Adesope Washington State University
Dr. Olusola O. Adesope is an Associate Professor of Educational Psychology and a Boeing Distinguished Professor of STEM Education at Washington State University, Pullman. His research is at the intersection of educational psychology, learning sciences, and instructional design and technology. His recent research focuses on the cognitive and pedagogical underpinnings of learning with computer-based multimedia resources; knowledge representation through interactive concept maps; meta-analysis of empirical research, and investigation of instructional principles and assessments in STEM.
Bernard J. Van Wie Washington State University
Prof. Bernard J. Van Wie received his B.S., M.S., and Ph.D., and did his postdoctoral work at the University of Oklahoma where he also taught as a visiting lecturer. He has been on the Washington State University faculty for 35 years and for the past 21 years has focused on innovative pedagogy research and technical research in biotechnology. His 2007-2008 Fulbright exchange to Nigeria set the stage for him to receive the Marian Smith Award given annually to the most innovative teacher at Washington State University. Later in 2016, he was recognized as the inaugural recipient for the WSU Innovation in Teaching Award.
Negar Beheshti Pour Washington State University
Negar Beheshtipour received her B.S. in chemical Engineering at Tehran University where she also taught as a teacher assistant. She is currently working towards a PhD in Chemical Engineering at Washington State University under supervision of Dr. Van Wie and Dr. Thiessen. In addition to her chemical engineering research into phase separation in microgravity, Negar is interested in engineering education and new pedagogies. Now she is working on low-cost version of desktop learning modules.
Abstract
Several studies have demonstrated that active learning methods prime students to learn better in the classrooms. As part of an initiative to advance efforts to promote active learning facilitated through the use of hands-on learning modules, we have been conducting research on the effects of desktop learning modules (DLMs) on the learning experiences of students in engineering classrooms. We reported the effect of using DLMs on students’ motivations and learning strategies skills at the ASEE 2015 conference. However, in this follow-up study, we report a multi-site implementation of DLMs on the learning experiences of a different cohort of students. We examined the robustness of the effects of using DLMs on student learning motivation and learning strategies across multiple learning contexts. We also examined their effect in situational interest development in the classroom.
Using data from 50 participants, in this paper will report the effects of DLM-facilitated instruction on students learning experience. Participants were undergraduate students from two universities in the South-central and Pacific Northwest regions who enrolled in heat transfer courses. Participants first learned concepts of heat transfer using DLMs and then took inventories of motivation and situational interest. Results of the analyses showed similarities in DLM effect on students’ motivation and use of learning strategies across the two universities. We found no significant difference in genders across participants. The paper will discuss the effects of the implementation of DLM on situational interest development with participants across the two universities.
Hunsu, N., & Adesope, O., & Van Wie, B. J., & Beheshti Pour, N. (2018, June), Fostering an Enriching Learning Experience: A Multisite Investigation of the Effects of Desktop Learning Modules on Students' Learning Experiences in Engineering Classrooms Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--30533
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