Effectiveness of an Interactive Learning Environment Utilizing a Physical ModelSource: Journal of Professional Issues in Engineering Education and Practice:;2014:;Volume ( 140 ):;issue: 003Author:Shane Brown
,
Andrew Easley
,
Devlin Montfort
,
Jennifer Adam
,
Bernard Van Wie
,
Adesope Olusola
,
Cara Poor
,
Cory Tobin
,
Alicia Flatt
DOI: 10.1061/(ASCE)EI.1943-5541.0000197Publisher: American Society of Civil Engineers
Abstract: The goal of this study is to evaluate the effectiveness of a physical desktop learning module and associated activities and assessments (DLM&A) implemented in an undergraduate engineering class. Preassessments and postassessments designed as part of this study were implemented within a control group that participated in 11 interactive lecture sessions covering open channel flow, and an experimental group that participated in nine lectures and two 50-minute sessions with the DLM&A. Student responses on assessments provide strong evidence to suggest students’ conceptual understanding increased significantly when the DLM&A is implemented. The experimental group registered a gain of 0.57 out of 1.0 possible, with 70% of the students achieving minimum competency, compared to a respective 0.26 gain and 39% competency for the control group. The average effect size for the experimental group was
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| contributor author | Shane Brown | |
| contributor author | Andrew Easley | |
| contributor author | Devlin Montfort | |
| contributor author | Jennifer Adam | |
| contributor author | Bernard Van Wie | |
| contributor author | Adesope Olusola | |
| contributor author | Cara Poor | |
| contributor author | Cory Tobin | |
| contributor author | Alicia Flatt | |
| date accessioned | 2017-05-08T22:07:30Z | |
| date available | 2017-05-08T22:07:30Z | |
| date copyright | July 2014 | |
| date issued | 2014 | |
| identifier other | 29970658.pdf | |
| identifier uri | http://yetl.yabesh.ir/yetl/handle/yetl/71823 | |
| description abstract | The goal of this study is to evaluate the effectiveness of a physical desktop learning module and associated activities and assessments (DLM&A) implemented in an undergraduate engineering class. Preassessments and postassessments designed as part of this study were implemented within a control group that participated in 11 interactive lecture sessions covering open channel flow, and an experimental group that participated in nine lectures and two 50-minute sessions with the DLM&A. Student responses on assessments provide strong evidence to suggest students’ conceptual understanding increased significantly when the DLM&A is implemented. The experimental group registered a gain of 0.57 out of 1.0 possible, with 70% of the students achieving minimum competency, compared to a respective 0.26 gain and 39% competency for the control group. The average effect size for the experimental group was | |
| publisher | American Society of Civil Engineers | |
| title | Effectiveness of an Interactive Learning Environment Utilizing a Physical Model | |
| type | Journal Paper | |
| journal volume | 140 | |
| journal issue | 3 | |
| journal title | Journal of Professional Issues in Engineering Education and Practice | |
| identifier doi | 10.1061/(ASCE)EI.1943-5541.0000197 | |
| tree | Journal of Professional Issues in Engineering Education and Practice:;2014:;Volume ( 140 ):;issue: 003 | |
| contenttype | Fulltext |