Lemley, E. C., & Jassemnejad, B. (2012, June), Use of Supplementary Online Lecture Materials in a Heat Transfer Course  Paper presented at 2012 ASEE Annual Conference & Exposition, San Antonio, Texas. 10.18260/1-2--22169

\bibitem{asee_peer_22169}
  Lemley, E. C., \& Jassemnejad, B. (2012, June), \emph{Use of Supplementary Online Lecture Materials in a Heat Transfer Course}
  Paper presented at 2012 ASEE Annual Conference \& Exposition, San Antonio, Texas.
  10.18260/1-2--22169

Evan C. Lemley and Baha Jassemnejad.  "Use of Supplementary Online Lecture Materials in a Heat Transfer Course".  2012 ASEE Annual Conference & Exposition, San Antonio, Texas, 2012, June.  ASEE Conferences, 2012.  https://peer.asee.org/22169 Internet.  24 Apr, 2024

\bibitem{asee_peer_22169}
  Evan C. Lemley and Baha Jassemnejad.
  "Use of Supplementary Online Lecture Materials in a Heat Transfer Course".
  \emph{2012 ASEE Annual Conference \& Exposition, San Antonio, Texas, 2012, June}.
  ASEE Conferences, 2012.
  https://peer.asee.org/22169 Internet.  24 Apr, 2024

@INPROCEEDINGS{asee_peer_22169
author = "Evan C. Lemley and Baha Jassemnejad"
title = "Use of Supplementary Online Lecture Materials in a Heat Transfer Course"
booktitle = "2012 ASEE Annual Conference \& Exposition"
year = "2012"
month = "June"
address = "San Antonio, Texas"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/22169}
number = {10.18260/1-2--22169}
}

TY  - CPAPER
AB  - Use of Supplementary Online Lecture Materials in a Heat Transfer CourseStudents are often looking for internet resources to supplement college courses. Solutionsmanuals for course textbooks are readily (if illicitly) available and reduce the amount of timestudents spend outside of class actually learning to problem-solve. At the same time, thecontent for many courses is readily available online in many forms - some reliable, some not.There are currently valid concerns about both of these trends; related to the ability of studentsto solve problems independently and the quality of the information they may find online (due topoor information literacy).Pencasts ® provide a way to have students become familiar with course content outside ofclass, leaving more time in class for problem-solving exercises and discussion and explanationof lecture materials. A Pencast ® consists of a video that displays the written work of theinstructor with overlayed audio explanations; this is accomplished with a smartpen and anotebook with small, closely-spaced dots (dot paper). The smartpen records the audio andcaptures the pen movements as written on the dot paper. The resulting videos can be usedfor lecture content, example problems, demonstration of a process, or course announcements.Pencasts ® allow quick production of schematics, equations, and sketches (with accompanyingaudio) that would be much more time-consuming and difficult to produce electronically.We have begun to implement the following strategy in a senior level course in heat transfer:use of Pencasts, including lecture and examples, as the “homework” outside of class anduse of student problem-solving with immediate feedback in class. The results of the initialimplementation of this strategy are reported, including results of the pre/post Heat TransferConcept Inventory (HTCI).
AU  - Evan C. Lemley
AU  - Baha Jassemnejad
CY  - San Antonio, Texas
DA  - 2012/06/10
PB  - ASEE Conferences
TI  - Use of Supplementary Online Lecture Materials in a Heat Transfer Course
UR  - https://peer.asee.org/22169
DO  - 10.18260/1-2--22169
ER  -