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Web Modules For Learning Of Mechanics

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2003 Annual Conference


Nashville, Tennessee

Publication Date

June 22, 2003

Start Date

June 22, 2003

End Date

June 25, 2003



Conference Session

Improving Mechanics of Materials Classes

Page Count


Page Numbers

8.1302.1 - 8.1302.12



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Paper Authors

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Toby Boulet

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Joe Iannelli

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Richard Jendrucko

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Jack Wasserman

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Richard Bennett

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Arnold Lumsdaine

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NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract


The Use of Asynchronous Web Modules for Review and Just-in-time Learning of Mechanics

Jack Wasserman, Richard Bennett, Toby Boulet, Joe Iannelli, Richard Jendrucko, Arnold Lumsdaine, Doug Logsdon University of Tennessee at Knoxville

Introduction This paper presents the concepts and plans for developing a set of asynchronous web modules that are designed to provide an effective way for a student to review, discover misconceptions, and extends his/her understanding of mechanics to a more realistic level. The process was developed using examples from an Interactive Learning Systems Institute by Pacific Crest 1. The modules will cover special topics in:

• Statics • Particle Dynamics • Rigid Body Dynamics • Strength of Materials

Each module will contain a set of learning objects (LO), based of a survey of the departmental faculty. Although the opportunity exists for the student to directly use the module for review, a set of problems will be provided that will direct the student to a particular section of a module if an error is detected. The students will not be provided with a specific answer, but they must discover their problem from the material presented. It has been shown that the process of just-in- time self-discovery maximizes retention of information3.

The combination of learning styles and maturity results in a wide diversity of fundamental understanding in upper division students3. Although review lectures are often given at the start of the new course, the group diversity prevents many students from benefiting from this class time. The instructor presents from the perspective of an expert, however the students can easily miss significant points because of both the context of their understanding and the pace of material presentation. Because they are not immediately using the information, they frequently do not realize that they do not fully understand the concepts presented.

The effectiveness of the modules will be assessed during the spring of 2003 and the information used to improve and extend the future efforts in this area. The materials will be used initially in a junior level biomechanics course. The class will be randomly separated into two groups for each module. Both groups will be given a pre-test. One group will be told to review material for a second test, while the other group will be given access to the review modules. The ratio of the post-test to pretest performance will be used to assess the benefits of a particular set of LOs. After the post-test, the students will be surveyed on their perceptions of strengths and areas for

Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright © 2003, American Society for Engineering Education.

Boulet, T., & Iannelli, J., & Jendrucko, R., & Wasserman, J., & Bennett, R., & Lumsdaine, A. (2003, June), Web Modules For Learning Of Mechanics Paper presented at 2003 Annual Conference, Nashville, Tennessee. 10.18260/1-2--11674

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2003 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015