San Antonio, Texas
June 10, 2012
June 10, 2012
June 13, 2012
25.781.1 - 25.781.13
Innovative Applications of Classroom Response Devices inManufacturing EducationABSTRACTThe curriculum in the XXX program at YYY University is extremely fast-paced. Traditional manufacturingtechnologies such as CNC milling, turning, metal casting, and welding used to be the cornerstones of theprogram. With the rapid advance of technology, a number of new subjects have been added to theprogram. Electronics and automation, strength of materials, and rapid prototyping are just a few of thecourses added to the program in recent years. The addition of these new courses has requiredconsolidation of traditional manufacturing courses. Students now learn the same material in one coursethat used to be taught previously in two to four courses. Homework assignments, laboratoryassignments, mid-term, and final exams are the typical assessment methods instructors would use inthese courses. These typical assessment methods used in manufacturing courses have severaldisadvantages. Students are not as involved in lectures as they could be, and graded homeworkassignments delay feedback from instructors to students by one or more weeks. Instructors search foralternative mechanisms to get students’ attention and keep it.To address the limitations of traditional course delivery, the authors developed and implemented hybridcourse practices initially. There were a number of advantages to using web-based course managementsystems in the delivery of their courses. Although the satisfaction scores for students’ learningoutcomes were very high, the issue of providing timely feedback on their assigned homework was achallenge. The authors of this paper began using Classroom Response Devices (Clickers) as a tool toassess students’ learning as an alternative to homework; therefore the goal of this paper is to reportthe experiences of implementing Clickers in nine, manufacturing-related course-sections. Four course-sections delivered without the use of Clickers are used as controls for comparison. The authors haveevaluated the impact of using Clickers on student-involvement from both the instructor and studentperspectives. Student satisfaction using Clickers is measured directly along with overall coursesatisfaction. The authors discuss the pros and cons of utilizing Clickers, best practices, and novelapproaches. The initial results of utilizing Clickers for formative assessment are also discussed.
Graham, G. M., & Fidan, I. (2012, June), Innovative Applications of Classroom Response Devices in Manufacturing Education Paper presented at 2012 ASEE Annual Conference & Exposition, San Antonio, Texas. https://peer.asee.org/21538
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