Curtis, H., & Gartner, J., & Dutta, P., & Adesope, O., & Van Wie, B., & Watson, C. (2022, August), Teacher Impact on Student Learning Using LC-DLM Implementations in the Classroom  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41713

\bibitem{asee_peer_41713}
  Curtis, H., \& Gartner, J., \& Dutta, P., \& Adesope, O., \& Van Wie, B., \& Watson, C. (2022, August), \emph{Teacher Impact on Student Learning Using LC-DLM Implementations in the Classroom}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--41713

Heidi Curtis, Jacqueline Gartner, Prashanta Dutta, Olusola Adesope, Bernard Van Wie, and Carah Watson.  "Teacher Impact on Student Learning Using LC-DLM Implementations in the Classroom".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/41713 Internet.  15 Jan, 2025

\bibitem{asee_peer_41713}
  Heidi Curtis, Jacqueline Gartner, Prashanta Dutta, Olusola Adesope, Bernard Van Wie, and Carah Watson.
  "Teacher Impact on Student Learning Using LC-DLM Implementations in the Classroom".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/41713 Internet.  15 Jan, 2025

@INPROCEEDINGS{asee_peer_41713
author = "Heidi Curtis, Jacqueline Gartner, Prashanta Dutta, Olusola Adesope, Bernard Van Wie, and Carah Watson"
title = "Teacher Impact on Student Learning Using LC-DLM Implementations in the Classroom"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/41713}
number = {10.18260/1-2--41713}
}

TY  - CPAPER
AB  - Our team has developed Low-Cost Desktop Learning Modules (LCDLMS) as tools to study transport phenomena aimed at providing hands-on learning experiences. With an implementation design embedded in the community of inquiry framework, we disseminate units to professors across the country and train them on how to facilitate teacher presence in the classroom with the LC-DLMs. Professors are briefed on how create a homogenous learning environment for students based on best-practices using the LC-DLMs. By collecting student cognitive gain data using pre/posttests before and after students encounter the LC-DLMs, we aim to isolate the variable of the professor on the implementation with LC-DLMs. Because of the onset of COVID-19, we have modalities for both hands-on and virtual implementation data. An ANOVA whereby modality was grouped and professor effect was the independent variable had significance on the score difference in pre/posttest scores (p<0.0001) and on posttest score only (p=0.0004). When we divide out modality between hands-on and virtual, an ANOVA with an F-test using modality as the independent variable and professor effect as the nesting variable also show significance on the score difference between pre and posttests (p-value=0.0236 for hands-on, and p-value=0.0004 for virtual) and on the posttest score only (p-value=0.0314 for hands-on, and p-value<0.0001 for virtual). These results indicate that in all modalities professor had an effect on student cognitive gains with respect to differences in pre/posttest score and posttest score only. Future will focus on qualitative analysis of features of classrooms yield high cognitive gains in undergraduate engineering students.
AU  - Heidi Curtis
AU  - Jacqueline Gartner
AU  - Prashanta Dutta
AU  - Olusola Adesope
AU  - Bernard Van Wie
AU  - Carah Watson
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Teacher Impact on Student Learning Using LC-DLM Implementations in the Classroom
UR  - https://peer.asee.org/41713
DO  - 10.18260/1-2--41713
ER  -