June 20, 2010
June 20, 2010
June 23, 2010
Engineering Design Graphics
15.944.1 - 15.944.9
Paths to Learning: Understanding how students utilize online instructional resources in an introductory engineering graphics course
ABSTRACT This presentation focuses on an ongoing instructional innovation research and development project centered around an introductory engineering graphics course. Over the past few years, the researchers have looked at ways that pedagogical innovations could be used to both improve instruction and do so more efficiently with fewer resources. These goals has led to the creation of pilot sections of the course that are “hybrid”—meeting one day and week and then having students use an online learning management system (i.e., Moodle) for out-of-class instruction and guidance on homework. The work presented here is an in-depth analysis of how students make use of the online resources to supplement the instructional support they receive in class. The researchers were particularly interested in answering questions concerning not only what resources were accessed, but in what order, and whether there is any statistical correlation to learning outcomes. In this study, the focus was on resources related to the textbook materials and quizzes and tests associated with this material. The data being analyzed was collected from 180 students taught by two different instructors over one semester. Background on the project, analysis of Moodle log file data, along with recommendations for further refinement of instructional strategies will be presented. Keywords: hybrid instruction, blended instruction, online assessments.
Evaluation of online learning in engineering education has pointed to the increased popularity of online course offerings in engineering fields, but has also noted the particular challenges of providing online instruction for curriculum that has a large laboratory component1. However, newer, web-based tools have provided flexible options for componentized delivery of engineering course resources in the media and format that best suits learning outcomes and student acceptance2,3, including the delivery of material that was historically provided in a lab setting. The Graphic Communications faculty at North Carolina State University has been offering a blended or hybrid version of their introductory engineering graphics course since the fall 2007 semester. This format includes a two-hour face-to-face meeting each week where faculty introduce the main concepts for the unit, answer questions about solid modeling and sketching activities, and check some homework. The other portion of the course consists of online units where students can watch streaming media of textbook lectures, solid modeling demonstrations, and sketching demonstrations. The online units also include weekly quizzes on the textbook material. Previous research has shown correlation between performance on these weekly assessments and the final course grade as well as providing motivation to study the textbook material4.
Wiebe, E., & Branoff, T., & Shreve, M. (2010, June), Paths To Learning: Understanding How Students Utilize Online Instructional Resources In An Introductory Engineering Graphics Course Paper presented at 2010 Annual Conference & Exposition, Louisville, Kentucky. 10.18260/1-2--15815
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2010 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015