Interactive Web-based Classroom Teaching Techniques: An Effectiveness Methodology for Aerospace Concepts

Adeel Khalid

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Conference: 2012 ASEE Annual Conference & Exposition
Location: San Antonio, Texas
Publication Date: June 10, 2012
Start Date: June 10, 2012
End Date: June 13, 2012
ISSN: 2153-5965
Conference Session: Aerospace Technical Session
Tagged Division: Aerospace
Page Count: 20
Page Numbers: 25.827.1 - 25.827.20
DOI: 10.18260/1-2--21584
Permanent URL: https://peer.asee.org/21584
Download Count: 501

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Adeel Khalid Southern Polytechnic State University

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Adeel Khalid, Ph.D., Assistant Professor, Systems Engineering Program, Division of Engineering, Q-349, Southern Polytechnic State University, 1100 South Marietta Parkway, Marietta, GA 30060; Office: 678-915-7241; Fax: 678-915-5527; Web: http://www.spsu.edu/systemseng/adeel_khalid.htm; http://www.spsu.edu/aerospace/.

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Abstract

Interactive Web-based Classroom Teaching Techniques – An Effectiveness Methodology for Aerospace ConceptsAbstractThe goal of this research is to explore the best classroom learning approach for engineeringstudents. The idea of deductive vs. inductive techniques has been explored extensively in liberalarts. In recent studies, it has been shown that students learn better when they are given the task ofstudent centered active learning in a classroom. The inductive techniques of learning have beensuccessfully implemented. In the traditional deductive methodology, the instructor teachesstudents a certain concept and then takes a test, whereas; the inductive approach is studentcentered and interactive. A topic is introduced to the students, they are allowed to do their ownsearch through exploration, and then they present their findings and take a quiz at the end. In theliberal arts disciplines, it is found that through the inductive approach, students learn faster,better and retain longer. Inductive learning is active learning. It keeps all the students involvedand interested. The idea of this study is to explore and see if similar approach can be applied tothe engineering students. The style, in which the engineering curriculum is presented, issignificantly different from that of the liberal arts. The liberal arts courses are traditionallyknowledge based. Whereas engineering courses are knowledge and problem solving based,critical thinking intensive and often numerically challenging. In this study, the investigators willexplore whether the inductive techniques successfully implemented in the liberal arts are alsoapplicable in the engineering disciplines.The study is based on the hypothesis that the use of multimedia devices and online learning inclassrooms can significantly enhance student learning and retention. An experimental researchstudy is conducted on multidisciplinary engineering students. The control group is taught certainaerospace engineering concepts using traditional lecture based methodologies. The experimentgroup is taught the same material by letting students learn the material by exploring on their ownusing world wide web. Bias is removed by using students and instructors, with no prioracquaintances, in each group. Similarly the material introduced to each group, althoughengineering based, is unique in the sense that the students have not been previously exposed to it.The results of the two groups are compared and the hypothesis is tested. Student performance ineach group is also compared based on age, ethnicity, major, year of study in college, andprevious job experience.

Citation
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Khalid, A. (2012, June), Interactive Web-based Classroom Teaching Techniques: An Effectiveness Methodology for Aerospace Concepts Paper presented at 2012 ASEE Annual Conference & Exposition, San Antonio, Texas. 10.18260/1-2--21584

TY - CPAPER
AB - Interactive Web-based Classroom Teaching Techniques – An Effectiveness Methodology for Aerospace ConceptsAbstractThe goal of this research is to explore the best classroom learning approach for engineeringstudents. The idea of deductive vs. inductive techniques has been explored extensively in liberalarts. In recent studies, it has been shown that students learn better when they are given the task ofstudent centered active learning in a classroom. The inductive techniques of learning have beensuccessfully implemented. In the traditional deductive methodology, the instructor teachesstudents a certain concept and then takes a test, whereas; the inductive approach is studentcentered and interactive. A topic is introduced to the students, they are allowed to do their ownsearch through exploration, and then they present their findings and take a quiz at the end. In theliberal arts disciplines, it is found that through the inductive approach, students learn faster,better and retain longer. Inductive learning is active learning. It keeps all the students involvedand interested. The idea of this study is to explore and see if similar approach can be applied tothe engineering students. The style, in which the engineering curriculum is presented, issignificantly different from that of the liberal arts. The liberal arts courses are traditionallyknowledge based. Whereas engineering courses are knowledge and problem solving based,critical thinking intensive and often numerically challenging. In this study, the investigators willexplore whether the inductive techniques successfully implemented in the liberal arts are alsoapplicable in the engineering disciplines.The study is based on the hypothesis that the use of multimedia devices and online learning inclassrooms can significantly enhance student learning and retention. An experimental researchstudy is conducted on multidisciplinary engineering students. The control group is taught certainaerospace engineering concepts using traditional lecture based methodologies. The experimentgroup is taught the same material by letting students learn the material by exploring on their ownusing world wide web. Bias is removed by using students and instructors, with no prioracquaintances, in each group. Similarly the material introduced to each group, althoughengineering based, is unique in the sense that the students have not been previously exposed to it.The results of the two groups are compared and the hypothesis is tested. Student performance ineach group is also compared based on age, ethnicity, major, year of study in college, andprevious job experience.
AU - Adeel Khalid
CY - San Antonio, Texas
DA - 2012/06/10
PB - ASEE Conferences
TI - Interactive Web-based Classroom Teaching Techniques: An Effectiveness Methodology for Aerospace Concepts
UR - https://peer.asee.org/21584
DO - 10.18260/1-2--21584
ER -