Using Isomorphic Questions, the Statics Concept Inventory, and Surveys to Investigate the Benefits of and Student Satisfaction in a Hybrid Learning Environment

Eric Kjolsing; Yael Van Den Einde

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Conference: 2015 ASEE Annual Conference & Exposition
Location: Seattle, Washington
Publication Date: June 14, 2015
Start Date: June 14, 2015
End Date: June 17, 2015
ISBN: 978-0-692-50180-1
ISSN: 2153-5965
Conference Session: Civil Engineering Division Technical Session 1
Tagged Division: Civil Engineering
Tagged Topic: Diversity
Page Count: 16
Page Numbers: 26.1668.1 - 26.1668.16
DOI: 10.18260/p.25004
Permanent URL: https://peer.asee.org/25004
Download Count: 488

Paper Authors

biography

Eric Kjolsing P.E. University of California, San Diego

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Eric completed his B.S. degree in 2007 and his M.S. degree in 2008 in Structural Engineering from UC San Diego. In 2011, Eric earned his M.B.A. from San Diego State University with a coursework emphasis in finance and a thesis outlining a competitive framework for firms in the transportation industry pursuing Design-Build projects. He is currently pursuing his Ph.D. in Structural Engineering at UC San Diego.

Eric is a licensed P.E. in the state of California and has worked as a bridge engineer for both T.Y. Lin International and Moffatt & Nichol. Eric has been involved in the design or independent check of a number of projects, most notably: Veterans Memorial Bridge (Portland, ME), Port Mann Bridge (Vancouver, British Columbia), and Milliken Avenue Separation (Ontario, CA).

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biography

Yael Van Den Einde University of California, San Diego

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Van Den Einde is a Teaching Professor at UCSD. She teaches core undergraduate courses in Structural Engineering, is the chair of the ABET committee responsible for the continuous curricular improvement process, incorporates education innovations into courses (Peer Instruction, Project-based learning), is responsible for TA training (preparing next generation faculty), serves as faculty advisor to student organizations, hears cases of academic misconduct as a member of the Academic Integrity Review Board, and is committed to fostering a supportive environment for diverse students at UCSD by serving on the faculty advisory board for the IDEA Student Center. Her research is focused on engagement strategies for large classrooms and the development of K-16 curriculum in earthquake engineering.

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Abstract

Using Isomorphic Questions, the Statics Concept Inventory, and Surveys to Investigate the Benefits of and Student Satisfaction in a Hybrid Learning EnvironmentA significant amount of literature is available on the various techniques available for generatingan active classroom. In regards to Statics alone, publications have advocated the use of groupproblem solving, peer instruction, in-class demonstrations, body centered talk, and more. Whilethe benefits of these individual methodologies have been documented, relatively little literatureis available on how to best combine these components into a synergistic active learningenvironment. This is surprising considering that Statics is one of the cornerstones of civilengineering; a course in which physical intuition is developed and utilized over the course ofone’s career. This paper describes the creation and components of a hybrid learningenvironment in which a variety of pedagogies were implemented. Notable activities included theuse of an interactive online textbook, peer instruction, in-class group problem solving sessions,video examples, and instructor led numerical examples. The course structure was implementedduring the fall of 2014 at two different Universities in ______. One course offering contained39 mechanical engineering students and was taught by a novice instructor at the University of_____. The second course offering contained more than 200 mechanical and structuralengineering students and was taught by an experienced instructor at the University of _____. Toinvestigate the effectiveness of the course, and where applicable the individual contributions ofunique activities, a number of feedback mechanisms were implemented over the duration of thetwo courses. These mechanisms included isomorphic questions to measure the effectiveness ofpeer instruction, the use of concept inventory exams to measure overall course learning gains,and a variety of periodically distributed surveys to measure student satisfaction with theindividual course components. Findings are presented along with recommendations for how toimprove the hybrid course structure.

Citation
Format

Kjolsing, E., & Van Den Einde, Y. (2015, June), Using Isomorphic Questions, the Statics Concept Inventory, and Surveys to Investigate the Benefits of and Student Satisfaction in a Hybrid Learning Environment Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.25004

TY - CPAPER
AB - Using Isomorphic Questions, the Statics Concept Inventory, and Surveys to Investigate the Benefits of and Student Satisfaction in a Hybrid Learning EnvironmentA significant amount of literature is available on the various techniques available for generatingan active classroom. In regards to Statics alone, publications have advocated the use of groupproblem solving, peer instruction, in-class demonstrations, body centered talk, and more. Whilethe benefits of these individual methodologies have been documented, relatively little literatureis available on how to best combine these components into a synergistic active learningenvironment. This is surprising considering that Statics is one of the cornerstones of civilengineering; a course in which physical intuition is developed and utilized over the course ofone’s career. This paper describes the creation and components of a hybrid learningenvironment in which a variety of pedagogies were implemented. Notable activities included theuse of an interactive online textbook, peer instruction, in-class group problem solving sessions,video examples, and instructor led numerical examples. The course structure was implementedduring the fall of 2014 at two different Universities in ______. One course offering contained39 mechanical engineering students and was taught by a novice instructor at the University of_____. The second course offering contained more than 200 mechanical and structuralengineering students and was taught by an experienced instructor at the University of _____. Toinvestigate the effectiveness of the course, and where applicable the individual contributions ofunique activities, a number of feedback mechanisms were implemented over the duration of thetwo courses. These mechanisms included isomorphic questions to measure the effectiveness ofpeer instruction, the use of concept inventory exams to measure overall course learning gains,and a variety of periodically distributed surveys to measure student satisfaction with theindividual course components. Findings are presented along with recommendations for how toimprove the hybrid course structure.
AU - Eric Kjolsing P.E.
AU - Yael Van Den Einde
CY - Seattle, Washington
DA - 2015/06/14
PB - ASEE Conferences
TI - Using Isomorphic Questions, the Statics Concept Inventory, and Surveys to Investigate the Benefits of and Student Satisfaction in a Hybrid Learning Environment
UR - https://peer.asee.org/25004
DO - 10.18260/p.25004
ER -