Using MyMathLab for Learning Reinforcement in the Classroom and Attendance Data for Engineering Calculus

James E. Lewis; Jeffrey Lloyd Hieb

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Conference: 2013 ASEE Annual Conference & Exposition
Location: Atlanta, Georgia
Publication Date: June 23, 2013
Start Date: June 23, 2013
End Date: June 26, 2013
ISSN: 2153-5965
Conference Session: Mathematics Division Technical Session 1
Tagged Division: Mathematics
Page Count: 11
Page Numbers: 23.1330.1 - 23.1330.11
DOI: 10.18260/1-2--22715
Permanent URL: https://peer.asee.org/22715
Download Count: 504

Paper Authors

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James E. Lewis University of Louisville

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Dr. James E. Lewis, Ph.D. is an Assistant Professor in the Department of Engineering Fundamentals in the J. B. Speed School of Engineering at the University of Louisville. His research interests include parallel and distributed computer systems, cryptography, engineering education, undergraduate retention, and technology (Tablet PCs) used in the classroom.

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Jeffrey Lloyd Hieb University of Louisville

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Dr. Jeffrey L. Hieb is an Assistant Professor with the Department of Engineering Fundamentals. He teaches engineering mathematics to freshman and sophomore engineering students. His research interests include: computer security, cyber-security for industrial control systems, microkernel based operating systems and the use of technology in engineering education.

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Abstract

Using MyMathLab for Learning Reinforcement in the Classroom and Attendance Data for Engineering CalculusAbstractWith the amount of technology available in the engineering classroom increasing, instructors areprovided with the challenge of finding unique and positive ways to incorporate technology intotheir classrooms. For the Department of XX, which teaches the core engineering mathematicsand graphics courses for the entire XXXX Engineering, mathematics continues to be an area offocus for the adoption and incorporation of technology into the classroom. As part of itsmission, the Department of XX has been challenged with improving retention of first yearengineering students, and is exploring technology based approaches to improve student learningand success in the sequence of engineering analysis courses.In the Engineering Analysis 101 course, the department made the determination that studentswho attend class have a higher probability of succeeding. The use of paper-based in-classproblems to help learning and attendance has been used for many years. The in-class problemswere turned in for credit on weekly exams, but were not graded for accuracy, and were workedby the instructor during class prior to the students submitting the problem. Since 2007, allincoming freshmen have been required to purchase a Tablet PC. Initial efforts to incorporateTablet PC technology into the classroom were focused on the use of DyKnow, including thesein-class problems. Scoring via DyKnow was an improvement over the paper in-class problems,but was still unable to check accuracy of the students’ answers.Most recently, the department started adopting the use of Pearson’s MyMathLab™, an onlinemultimedia textbook with active content, including algorithmic problem generators and grading.However, using the software for exams has been less favorably received by students, since it cancause students to struggle with how to interpret a question and how to properly format solutions.This past spring, MyMathLab was used to deliver and grade a daily in-class problem. There areseveral benefits of this approach: (a) attendance data is collected and stored with little effort bythe professor; (b) using MyMathLab in-class problems helps reinforce course learning conceptswith immediate correctness feedback; (c) students receive a structured environment to practicedealing with exam-like problems.Student response to the MyMathLab homework and in-class problem has been positive. Goingforward, the in-class problems will be more tightly integrated with class notes. Because of theinitial challenges with exams and MyMathLab, a hybrid approach will be used until the softwaretechnology matures.

Citation
Format

Lewis, J. E., & Hieb, J. L. (2013, June), Using MyMathLab for Learning Reinforcement in the Classroom and Attendance Data for Engineering Calculus Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. 10.18260/1-2--22715

TY  - CPAPER
AB  -         Using MyMathLab for Learning Reinforcement in the Classroom                and Attendance Data for Engineering CalculusAbstractWith the amount of technology available in the engineering classroom increasing, instructors areprovided with the challenge of finding unique and positive ways to incorporate technology intotheir classrooms. For the Department of XX, which teaches the core engineering mathematicsand graphics courses for the entire XXXX Engineering, mathematics continues to be an area offocus for the adoption and incorporation of technology into the classroom. As part of itsmission, the Department of XX has been challenged with improving retention of first yearengineering students, and is exploring technology based approaches to improve student learningand success in the sequence of engineering analysis courses.In the Engineering Analysis 101 course, the department made the determination that studentswho attend class have a higher probability of succeeding. The use of paper-based in-classproblems to help learning and attendance has been used for many years. The in-class problemswere turned in for credit on weekly exams, but were not graded for accuracy, and were workedby the instructor during class prior to the students submitting the problem. Since 2007, allincoming freshmen have been required to purchase a Tablet PC. Initial efforts to incorporateTablet PC technology into the classroom were focused on the use of DyKnow, including thesein-class problems. Scoring via DyKnow was an improvement over the paper in-class problems,but was still unable to check accuracy of the students’ answers.Most recently, the department started adopting the use of Pearson’s MyMathLab™, an onlinemultimedia textbook with active content, including algorithmic problem generators and grading.However, using the software for exams has been less favorably received by students, since it cancause students to struggle with how to interpret a question and how to properly format solutions.This past spring, MyMathLab was used to deliver and grade a daily in-class problem. There areseveral benefits of this approach: (a) attendance data is collected and stored with little effort bythe professor; (b) using MyMathLab in-class problems helps reinforce course learning conceptswith immediate correctness feedback; (c) students receive a structured environment to practicedealing with exam-like problems.Student response to the MyMathLab homework and in-class problem has been positive. Goingforward, the in-class problems will be more tightly integrated with class notes. Because of theinitial challenges with exams and MyMathLab, a hybrid approach will be used until the softwaretechnology matures.
AU  - James E. Lewis
AU  - Jeffrey Lloyd Hieb
CY  - Atlanta, Georgia
DA  - 2013/06/23
PB  - ASEE Conferences
TI  - Using MyMathLab for Learning Reinforcement in the Classroom and Attendance Data for Engineering Calculus
UR  - https://peer.asee.org/22715
DO  - 10.18260/1-2--22715
ER  -