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Work-in-Progress: Enhancing Conceptual Understanding by Using a Realtime Online Class Response System in Engineering Courses

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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

Computers in Education Engineering Division Poster Session

Tagged Division

Computers in Education

Tagged Topic

Diversity

Page Count

10

Page Numbers

26.1765.1 - 26.1765.10

DOI

10.18260/p.25101

Permanent URL

https://peer.asee.org/25101

Download Count

97

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Paper Authors

biography

Lulu Sun Embry-Riddle Aeronautical Univ., Daytona Beach

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Lulu Sun is an associate professor in the Engineering Fundamentals Department at Embry-Riddle Aeronautical University, where she has taught since 2006. She received her B.S. degree in Mechanical Engineering from Harbin Engineering University (China), in 1999, and her Ph.D. degree in Mechanical Engineering from University of California, Riverside, in 2006. Before joining Embry-riddle, she worked in the consulting firm of Arup at Los Angeles office as a fire engineer. Her research interests include engineering education and its pedagogies relating to programming language, and engineering graphics. She is a professional member of the Society of Fire Protection Engineers, and a member of the American Society for Engineering Education.

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biography

Yan Tang Embry-Riddle Aeronautical Univ., Daytona Beach Orcid 16x16 orcid.org/0000-0002-9089-5746

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Dr. Yan Tang is an assistant professor of mechanical engineering at Embry-Riddle Aeronautical University in Daytona Beach, Fla. Her current research in engineering education focuses on cognitive load theory, deliberate practice, and effective pedagogical practices. Her background is in dynamics and controls.

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Abstract

Enhance Conceptual Understanding by Using a Real-Time Online Class Response System in Engineering Fundamental CoursesTo engage students, and assess students’ understanding in real-time, the increased use of ClassResponse Systems (CRS), “clickers”, has been seen in many engineering classrooms. Previousresearch has shown that CRS can enhance students’ participation, promote active learning, anddevelop their critical thinking skills. It can also generate either neutral or positive learningoutcome depending on whether it is combined with other cooperative learning strategies. Thedisadvantages of using clickers are the cost added to the students, the administration,management and the high life cycle cost of clickers. To take advantage of the CRS, and avoid itsdisadvantages, the authors have used Poll Everywhere, an online real-time service for classroomresponse using mobile devices or computers. Poll Everywhere enables instructors to create eithermultiple chose question, true/false question, or open-ended question, which can be embeddedinto PowerPoint slides and activated during the class time. Students can use either their mobiledevices or computers to respond. Bar charts of the results can be generated after the question hasbeen completed. This paper presents a collaborative study implemented in a freshman-levelengineering graphics course and a sophomore-level dynamics course at a small private institutionin the Southeast of 4,500 undergraduate students. Both courses are the required courses for allengineering students except electrical and computer engineering students.The purpose of the study is to evaluate how Poll Everywhere can be used to engage students inclass, catch their misconceptions, promote their critical thinking skills, and improve theiracademic performance. Anonymous surveys will be implemented to collect student's feedbackon their attitude towards the use of Poll Everywhere. The test results from both courses will becollected to assess the effectiveness of Poll Everywhere on improving students’ academicperformance.

Sun, L., & Tang, Y. (2015, June), Work-in-Progress: Enhancing Conceptual Understanding by Using a Realtime Online Class Response System in Engineering Courses Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.25101

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