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Using an e-Learning Environment to Create a Baseline of Understanding of Digital Logic Knowledge

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2016 ASEE Annual Conference & Exposition


New Orleans, Louisiana

Publication Date

June 26, 2016

Start Date

June 26, 2016

End Date

August 28, 2016





Conference Session

NSF Grantees Poster Session I

Tagged Topics

Diversity and NSF Grantees Poster Session

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Paper Authors


Carolyn Plumb Montana State University

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Carolyn Plumb is the Director of Educational Innovation and Strategic Projects in the College of Engineering at Montana State University (MSU). Plumb has been involved in engineering education and program evaluation for over 25 years. At MSU, she works on various curriculum and instruction projects including instructional development for faculty and graduate students. She also serves as the college’s assessment and evaluation expert.

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Brock J. LaMeres Montana State University

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Dr. Brock J. LaMeres is an Associate Professor in the electrical and computer engineering department at Montana State University. LaMeres teaches and conducts research in the area of digital systems and engineering education. LaMeres is currently studying the effectiveness of online delivery of engineering content including the impact of adaptive learning modules. LaMeres is also studying how different student demographics use e-learning content and how the material can be modified to provide a personalized learning experience. LaMeres received his Ph.D. from the University of Colorado, Boulder. He has published over 70 manuscripts and 2 textbooks in the area of digital systems and engineering education. LaMeres has also been granted 13 US patents in the area of digital signal propagation. LaMeres is a Senior Member of IEEE, a member of ASEE, and is a registered Professional Engineer in the States of Montana and Colorado. Prior to joining the MSU faculty, LaMeres worked as an R&D engineer for Agilent Technologies in Colorado Springs, CO where he designed electronic test equipment.

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Our project, Deploying Adaptive Learning Environments to Overcome Background Deficiencies and Facilitate Mastery of Computer Engineering Content, involves the development of a novel web-based adaptive learning system to improve student mastery of digital logic concepts while considering the demographics of the individual student. Adaptive learning is a pedagogical approach that dynamically alters the difficulty of content based on an ongoing assessment of the student’s capability. This technique is becoming more popular with the advancement of web-based learning solutions and increased student enrollment. Using this type of e-learning environment has the potential to address background deficiencies of students who lack the necessary prerequisite skills coming out of high school. In order to accurately assess the effectiveness of our instructional intervention, we have begun to collect detailed baseline data. The baseline data, and the data that will be collected later following the development of the adaptive learning system, are linked to course objectives and outcomes that have been developed specifically for this project. The advantage of such a detailed baseline data system is that we will be able to measure effectiveness of the instructional intervention on very specific chunks of course content. And, we will be able to attach intervention effectiveness to specific groups of students, using our demographic data (gender, grade point average, age, ethnicity, etc.). This paper will benefit those engineering educators who are developing course objectives and outcomes and designing assessment methods to measure progress toward those objectives and outcomes.

Plumb, C., & LaMeres, B. J. (2016, June), Using an e-Learning Environment to Create a Baseline of Understanding of Digital Logic Knowledge Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26219

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