June 15, 2014
June 15, 2014
June 18, 2014
24.1253.1 - 24.1253.7
The Used of Social Media Tools to Reinforce Engineering Economy Course TopicsIn the United States, the generation of students who are in universities today retrieve and processinformation differently than the previous generations of students. Their whole lives they have knowninstant gratification and most have had the internet their entire cognizant life. They are accustomed tovideo websites, such as YouTube, and social media, such as Twitter, as their main sources of informationand communication. This paper evaluates an undergraduate engineering economy course that has beentailored to fit these students. First, the use of videos is discussed and assessed in how it is used tosupport homework assignments as well as the utilization of video to give the students furtherinstruction on topics in order to provide timely reinforcement of the material in an assignment. Second,Twitter is weighed as a resource for the students to search for research topics and current events thatinvolve engineering economics. It is believed that the tools the student already uses in their personallives can be utilized to keep the student engaged in the classroom. Therefore there should be acorrelation between the tools use and a shift in the students’ performance in the coursework.
Gray, B., & Fragoso-Diaz, G. M., & Jones, E. (2014, June), The Use of Videos as a Tool to Reinforce Engineering Economy Course Topics: Lessons Learned Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--23186
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