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Use of Supplementary Online Lecture Materials in a Heat Transfer Course

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Conference

2012 ASEE Annual Conference & Exposition

Location

San Antonio, Texas

Publication Date

June 10, 2012

Start Date

June 10, 2012

End Date

June 13, 2012

ISSN

2153-5965

Conference Session

Learning and Assessment II

Tagged Division

Mechanical Engineering

Page Count

8

Page Numbers

25.1412.1 - 25.1412.8

Permanent URL

https://peer.asee.org/22169

Download Count

39

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Paper Authors

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Evan C. Lemley University of Central Oklahoma

biography

Baha Jassemnejad University of Central Oklahoma

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Baha Jassemnejad is Chair and professor of engineering and physics, University of Central Oklahoma.

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Abstract

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).

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. https://peer.asee.org/22169

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