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Open-source, Online Homework for Statics and Mechanics of Materials Using WeBWorK: Assessing Effects on Student Learning

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Conference

2016 ASEE Annual Conference & Exposition

Location

New Orleans, Louisiana

Publication Date

June 26, 2016

Start Date

June 26, 2016

End Date

August 28, 2016

ISBN

978-0-692-68565-5

ISSN

2153-5965

Conference Session

Homework, Learning, and Problem Solving in Mechanics

Tagged Division

Mechanics

Page Count

12

DOI

10.18260/p.25835

Permanent URL

https://peer.asee.org/25835

Download Count

240

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Paper Authors

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Michael K. Swanbom PE Louisiana Tech University

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Dr. Swanbom is a Senior Lecturer in Mechanical Engineering. He is a major developer of innovative, hands-on, practical content for both high school and university curricula.

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Daniel William Moller Louisiana Tech University

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Katie Evans Louisiana Tech University

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Dr. Katie Evans is the Walter Koss Endowed Associate Professor of Mathematics and Statistics and the Academic Director of Mathematics and Statistics and Industrial Engineering programs. She is the Director of the Integrated STEM Education Research Center (ISERC) and the Director of Louisiana Tech’s Office for Women in Science and Engineering (OWISE). She earned her Ph.D. in Mathematics and M.S. in Mathematics at Virginia Tech, Blacksburg, VA. Her research interests include distributed parameter control modeling and simulation, dynamic modeling of physical systems, and STEM education. She has published 20 peer-reviewed publications in these areas, and her research has been funded by the NSF, AFRL, and LA-BOR. She also serves as an Associate Editor for the American Control Conference and the Conference on Decision and Control, two premier conferences in the controls community. She is a member of the IEEE, SIAM, and ASEE.

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Timothy Reeves Louisiana Tech University

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Abstract

Many engineering programs have begun adopting interactive online homework systems, often as a way to stretch the precious resources of faculty time and energy. While an increasing number of online homework offerings are available from textbook publishers, many of these systems have proven less than ideal. Some issues the authors have experienced with these systems include errors in the embedded solutions, inflexibility to correct or expand exercise problems, and sparse or incomplete coverage of the material covered in the texts, not to mention the additional cost students incur for access to these systems. As an alternative, the authors have developed a robust set of integrated Statics and Mechanics of Materials exercise problems for use within a free, open-source, online homework delivery tool called WeBWorK. This tool has seen wide adoption in mathematics courses worldwide (over 1000 institutions) and the authors’ institution has considerable experience using it in that context. The problem set being studied in this paper was developed as part of an NSF-funded project to expand the use of WeBWorK into three sophomore-level engineering courses. The effect of online homework on student learning was studied by comparing the performance of cohorts of students using the online homework system with cohorts of students completing the same problems without access to the online system. For each homework set studied, “performance” was assessed using a quiz specifically covering the same material as the set. Each quiz was given shortly after submission of the corresponding homework set, and the student’s performance on each quiz accounted for a small percentage (~1%) of their overall course grade. The cohorts using the online system were required to turn in their homework solutions on paper and submit their answers in the online system, while the cohorts without access to the system were only required to turn in their paper solutions. The study was completed for two terms, fall 2014 (F14) and winter 2015 (W15). In F14, there were four sections of the course offered; two sections from one instructor (I1) and one each from two other instructors (I2 and I3). In W15, three sections of the course were offered; two sections from I1, and one section from I2. In an attempt to maintain consistency of experience within each section, cohorts were defined by course section for each homework set studied. In an attempt to minimize variability due to potential instructor differences, student cohorts were selected such that for each homework set studied, a cohort of each type (i.e. WeBWorK vs. paper-only) were in sections taught by I1. In an attempt to minimize variability due to the overall aptitude of one section versus another, the cohorts alternated between having access to WeBWorK and completing paper-only homework for the homework sets studied. Four homework sets were studied in each term. This paper presents the results of this study, including analyses to locate any statistically significant difference between the performance of each cohort.

Swanbom, M. K., & Moller, D. W., & Evans, K., & Reeves, T. (2016, June), Open-source, Online Homework for Statics and Mechanics of Materials Using WeBWorK: Assessing Effects on Student Learning Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.25835

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