Wingate, K. A., & Kadel, R., & Madden, A. G. (2017, June), Utilizing a MOOC to Assess Student Understanding of Fundamental Principals in Combined Static Loading  Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--29097

\bibitem{asee_peer_29097}
  Wingate, K. A., \& Kadel, R., \& Madden, A. G. (2017, June), \emph{Utilizing a MOOC to Assess Student Understanding of Fundamental Principals in Combined Static Loading}
  Paper presented at 2017 ASEE Annual Conference \& Exposition, Columbus, Ohio.
  10.18260/1-2--29097

Kathryn Anne Wingate, Robert Kadel, and Amanda G. Madden.  "Utilizing a MOOC to Assess Student Understanding of Fundamental Principals in Combined Static Loading".  2017 ASEE Annual Conference & Exposition, Columbus, Ohio, 2017, June.  ASEE Conferences, 2017.  https://peer.asee.org/29097 Internet.  20 Jan, 2025

\bibitem{asee_peer_29097}
  Kathryn Anne Wingate, Robert Kadel, and Amanda G. Madden.
  "Utilizing a MOOC to Assess Student Understanding of Fundamental Principals in Combined Static Loading".
  \emph{2017 ASEE Annual Conference \& Exposition, Columbus, Ohio, 2017, June}.
  ASEE Conferences, 2017.
  https://peer.asee.org/29097 Internet.  20 Jan, 2025

@INPROCEEDINGS{asee_peer_29097
author = "Kathryn Anne Wingate, Robert Kadel, and Amanda G. Madden"
title = "Utilizing a MOOC to Assess Student Understanding of Fundamental Principals in Combined Static Loading"
booktitle = "2017 ASEE Annual Conference \& Exposition"
year = "2017"
month = "June"
address = "Columbus, Ohio"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/29097}
number = {10.18260/1-2--29097}
}

TY  - CPAPER
AB  - This research effort utilizes a Massive Open Online Course (MOOC) to develop high quality assessments testing student knowledge of fundamental concepts in combined static loading. A MOOC is an ideal platform for assessment development as it has a large sample size of diverse students, begins a new session every four weeks, and stores copious amounts of data on student performance. This MOOC first covers material selection, then teaches static loading, and finally examines fatigue failure theories. In this study, subject experts identify five fundamental concepts critical to understanding combined static loading. A pre-quiz tests each of these principles individually and is given prior to any instruction on combined static loading. A post quiz assessing each of these concepts individually, as well as a student’s ability to combine the concepts is given after two weeks of instruction. Difficulty indices and discrimination scores for pre-and post- quiz questions are calculated to determine which concepts are the most difficult, and which concepts best discriminate between high- and low-performing students. It is found that in combined static loading cases, students are easily able to determine the cross sectional area to utilize when calculating an axial stress, but struggle to determine the direction stresses act in or identify all of the types of stresses present at a point. Preliminary analysis suggests students who are able to identify the correct cross sectional area to calculate stresses with have a much higher final course grade than students who are not able to do this. Interestingly, a student's ability to grasp a fundamental concept did not seem to have a huge impact on whether or not they completed the MOOC. 
AU  - Kathryn Anne Wingate
AU  - Robert Kadel
AU  - Amanda G. Madden
CY  - Columbus, Ohio
DA  - 2017/06/24
PB  - ASEE Conferences
TI  - Utilizing a MOOC to Assess Student Understanding of Fundamental Principals in Combined Static Loading
UR  - https://peer.asee.org/29097
DO  - 10.18260/1-2--29097
ER  -