A Study Of Students’ Perceptions Of Computer Based Instruction In Introductory Thermodynamics Courses

Abstract

While education processes in all disciplines are experiencing some paradigm shifts with the recent advent and rapid advances made in the technology of designing, developing, and delivering Computer-Based-Instruction (CBI), engineering education, in particular, is entering a new and challenging phase. One of our biggest challenges is integrating CBI technologies (CD-ROM, World Wide Web/Internet, Online Synchronous/Asynchronous, Compressed Video, and hybrids of these tools) and assessing the effectiveness of their integration on teaching and learning by students in terms of depth of knowledge learned, dexterity/skill of problem solving, motivation/attitude, achievement, and retention of knowledge. Researchers of teaching and learning phenomena and processes, and educational psychologists, are investigating these phenomena based on different perspectives, theories, and hypotheses. Supported by a grant from the National Science Foundation, the authors of this paper have developed computer-basedinstruction modules for an introductory thermodynamics course that incorporate active learning exercises within them. These techniques include interactive exercises, immediate feedback, graphical modeling, physical world simulation, and dynamic animations and exploration. The CBI modules employed interactive multimedia modules (CD-ROM and Online Teaching-Learning-Page 8.123.1