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Teaching Strength Of Materials Using Web Based, Streaming Video, And Interactive Video Technologies

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Conference

2002 Annual Conference

Location

Montreal, Canada

Publication Date

June 16, 2002

Start Date

June 16, 2002

End Date

June 19, 2002

ISSN

2153-5965

Conference Session

Instructional Technology--What Works

Page Count

11

Page Numbers

7.1097.1 - 7.1097.11

DOI

10.18260/1-2--10284

Permanent URL

https://peer.asee.org/10284

Download Count

198

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Paper Authors

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T. Michael Baseheart

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Richard Miller

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Mark Bowers

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James Swanson

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Anastasios Ioannides

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Roy Eckart

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Main Menu Session 2522

Teaching Strength of Materials Using Web-Based, Streaming Video, and Interactive Video Technologies

T. Michael Baseheart, Richard Miller, Mark Bowers, Anastasios Ioannides, James Swanson, and Roy Eckart

University of Cincinnati

Abstract

This presentation examines the results obtained during the second year of a three-year project funded by a General Electric Fund grant, on the effectiveness of new instructional technologies in the teaching of basic engineering courses. During the first year of the project only the statics courses were taught as part of the project, while in the second year, both statics and strength of materials courses were included in the project. Only the experiences from the Basic Strength of Materials courses are reported here.

The project explores ways to use instructional technologies (web-assisted, streaming video, and interactive video) to optimize the learning process for students with different learning styles and personality types. These technologies were evaluated versus the standard lecture-based format in our basic engineering statics and strength of materials courses. Student learning styles were determined using the Learning Style Inventory and personality type determination utilized the Myers-Briggs Type Indicator.

For the strength of materials course, a significant degree of coordination was required among the different instructors for the four sections in order to obtain the desired uniformity among classes. The lecture material presented at each class session was consistent with the information contained in PowerPoint slides that were developed collectively by all four instructors, with the assistance of their graduate assistants. Organizing around a fixed set of PowerPoint lectures not only enhanced the visuals for clearer understanding by the students, but provided the necessary control to synchronize the delivery of material in all four sections of the course. Because all sections were taught at the same time, the same test could be administered simultaneously to students in all four sections. These tests were generated with equal input from all four instructors and a different graduate assistant graded a particular exam question for all four sections of the course. Visual examples of how each technology was used are provided. All these technologies were found to enhance the student learning process. Currently, all the technologies are used as auxiliary instructional support systems. The instructor is still the primary source for learning.

Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright © 2002, American Society for Engineering Education

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Baseheart, T. M., & Miller, R., & Bowers, M., & Swanson, J., & Ioannides, A., & Eckart, R. (2002, June), Teaching Strength Of Materials Using Web Based, Streaming Video, And Interactive Video Technologies Paper presented at 2002 Annual Conference, Montreal, Canada. 10.18260/1-2--10284

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