The Impact Of Online Lecture Notes On Learning Outcomes
- Conference
- Location
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Honolulu, Hawaii
- Publication Date
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June 24, 2007
- Start Date
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June 24, 2007
- End Date
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June 27, 2007
- ISSN
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2153-5965
- Conference Session
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Innovations in Mechanical Engineering Education Poster Session
- Tagged Division
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Mechanical Engineering
- Page Count
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9
- Page Numbers
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12.1431.1 - 12.1431.9
- DOI
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10.18260/1-2--2035
- Permanent URL
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https://peer.asee.org/2035
- Download Count
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380
Paper Authors
Edward Perry University of Memphis
Edward H. Perry is a Professor of Mechanical Engineering at The University of Memphis, where he has served on the faculty since 1970. He received his university's Distinguished Teaching Award in 1977 and again in 2000. He also received the Herff College of Engineering's Outstanding Teaching Award in 1999. He is currently Co-Editor of the MERLOT Engineering Editorial Board and Co-Editor of the MERLOT Journal of Online Learning and Teaching. He received his B.S. (1966), M.S. (1967) and Ph.D. (1970) in Mechanical Engineering from the California Institute of Technology.
Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract
The Impact of Online Lecture Notes on Learning Outcomes of Beginning Thermodynamics Students
Edward H. Perry Department of Mechanical Engineering The University of Memphis Memphis, TN 38152 eperry@memphis.edu
Abstract
A study was undertaken to determine the impact of online lecture notes on learning outcomes of students in a web-assisted first engineering thermodynamics course taught in a traditional face- to-face classroom setting. In the control group lectures were presented using a classroom computer projector and chalkboard. In the test group the same material and approach were taken, but the instructor's lecture notes were made available online the day before each class. Students were encouraged to download and print out the notes and bring them to class to minimize time spent taking notes in class.
At the end of each semester, the same multiple-choice final examination was administered and student performances recorded. Although a difference in final exam grades was found between the two groups, with the group having lecture notes available online not performing as well, the difference was not statistically significant.
Statistical analyses were also performed among sub-groups in the overall study population. Students were stratified with respect to incoming grade-point-average, academic major, and semester hours completed. No statistically significant differences were found in any of the sub- groups examined. Finally, comparisons were made between the two groups on exam questions at two different levels within Bloom's taxonomy of the cognitive domain. Again, no statistically significant difference was found between the control and test groups.
Introduction
There is little doubt that the Internet and the vast collection of Internet-accessible information known as the World Wide Web have changed forever the way we gain information. While this is certainly true in our everyday lives, with nearly 70% of Americans now having access to the Web1, it is becoming increasingly true in the educational sector as well.
According to a recent report2 by the Sloan Consortium, nearly 3.2 million students in higher education were enrolled in online courses in fall 2005 compared to 2.3 million in fall 2004. The
Perry, E. (2007, June), The Impact Of Online Lecture Notes On Learning Outcomes Paper presented at 2007 Annual Conference & Exposition, Honolulu, Hawaii. 10.18260/1-2--2035
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