June 23, 2013
June 23, 2013
June 26, 2013
23.1198.1 - 23.1198.10
The Evolution of Student Interaction with an Infinitely Explorable Online Learning System In this paper, we will present an analysis of the manner in which students interact with an infinitely explorable online learning system. The Sigma Grading System (SGS), www.sigma‐gs.com/SGS, provides students engineering problems in statics, fluids, mechanics of materials, and physics which can be infinitely explored. Traditional online systems use a hint based system. If a student has trouble, such systems let them ask for a hint and proceed. Instead, SGS provides the ability for the student to test intermediate steps. If a student cannot determine the value of the sin of an angle, they can first check if the angle they are using is correct. In this way, a student is free to test any and all possible intermediate steps in a problem. We will show how students evolve to take advantage of this promoting creative thinking and less reliance on formulaic learning. Specifically, as students gain confidence in their answer entry they transition from a guess / check pattern to a more structured search of intermediate steps. This analysis is made possible due to the fact that SGS maintains a log of student entries for each problem. The analysis also gives insight into the way students approach problems. I will show that such a system can be used to automatically identify specific deficiencies in a student’s understanding.
Capaldi, F. (2013, June), The Evolution of Student Interaction with an Infinitely Explorable Online Learning System Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. https://peer.asee.org/22583
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