Salt Lake City, Utah
June 23, 2018
June 23, 2018
July 27, 2018
Educational Research and Methods
This paper assesses the impact of various in-class instructional tools in post-secondary engineering curriculum. Various interactive methods were employed in university classrooms in Canada and the United States and analyzed to assess their effectiveness. These methods were evaluated to determine their efficacy in stimulating students, prompting critical thinking, and deepening overall understanding. The overall goal of each method is unique and the outcomes of implementing them in a classroom setting are presented in this paper. Student engagement and attendance was seen to increase as a result of iClicker use and the associated participation points. Additionally, Google forms were used to capture student responses of in-class practice of Boolean Algebra. Students found the forms to be helpful in comparing their responses with other students’ responses. The forms also helped the instructor gauge the class understanding by viewing the student response summary. This prompted the instructor to either explain the material in a different manner or move to another topic depending on the number of correct responses. The instructor could also identify the areas where students struggled the most. The third method, Immediate Feedback Assessment Technique, was used to solidify students’ understanding of test concepts, provide immediate feedback on whether they approached the concept correctly, and provide an opportunity to improve their grades. Overall, it was found that the interactive activities discussed in this paper increased engagement, information retention, critical thinking skills and overall learning experience of the engineering students.
Al-Hammoud, R., & Egbue, O., & Khan, A., & Hagen, D. K. (2018, June), Strengthening Student Understanding Through Interactive Classroom Methods in Computer Science and Engineering Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--30997
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: © 2018 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