Assessment of Students’ Preconceptions in an Introductory Transportation Engineering Course: Case Study at Virginia Tech

Mladenović, Miloš N.; Mangaroska, Katerina; Abbas, Montasir

doi:10.1061/(asce)ei.1943-5541.0000273

Cited by 6 publications

(4 citation statements)

References 40 publications

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“…According to Roschelle (1997), ‘learning proceeds primarily from prior knowledge, and only secondarily from the presented materials’ (p. 1). Therefore, neglecting prior knowledge can cause students to lose interest (Tobias, 1994), develop misconceptions (Mladenovic et al, 2016), or learn something opposed to the educator's intentions (Roschelle, 1997). Moreover, the criticism of past research on goal‐directed behaviour in educational psychology (Boekaerts et al, 2006) raised the awareness that achievement goals are only a fraction of the goals students bring and seek in the learning settings.…”

Section: Discussionmentioning

confidence: 99%

Challenges and opportunities of multimodal data in human learning: The computer science students' perspective

Mangaroska

Martínez-Maldonado

Vesin

et al. 2021

Computer Assisted Learning

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Multimodal data have the potential to explore emerging learning practices that extend human cognitive capacities. A critical issue stretching in many multimodal learning analytics (MLA) systems and studies is the current focus aimed at supporting researchers to model learner behaviours, rather than directly supporting learners. Moreover, many MLA systems are designed and deployed without learners' involvement. We argue that in order to create MLA interfaces that directly support learning, we need to gain an expanded understanding of how multimodal data can support learners' authentic needs. We present a qualitative study in which 40 computer science students were tracked in an authentic learning activity using wearable and static sensors. Our findings outline learners' curated representations about multimodal data and the non‐technical challenges in using these data in their learning practice. The paper discusses 10 dimensions that can serve as guidelines for researchers and designers to create effective and ethically aware student‐facing MLA innovations.

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Section: Discussionmentioning

confidence: 99%

Challenges and opportunities of multimodal data in human learning: The computer science students' perspective

Mangaroska

Martínez-Maldonado

Vesin

et al. 2021

Computer Assisted Learning

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“…Moreover, this review concluded that there is a need to further improve the assessment practices for evaluating changes in teaching practices and student learning [14]. The most recent efforts in TE education range from curricula redesign in transit systems planning [15], training in communication skills [16], serviceand project-based learning [17] [18], implementation of sustainability concepts in brainstorming activities [19], handson problem solving and team-based activities [20], assessment of preconceptions [21], up to the development of educational games [22][23] [24].…”

Section: Introductionmentioning

confidence: 99%

Implementation of active learning method in transportation engineering seminar course: Case study at San Diego State University

Machiani

Mladenović

2018

2018 IEEE Global Engineering Education Conference (EDUCON)

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The challenges of retiring workforce, attracting new students, and high educational requirements for dealing with transportation systems complexities have been highlighted in the past decades. In response, transportation engineering (TE) education has been developing both curricula and teaching practices. However, the need for further development and implementation of active leaning techniques remains, especially with regard to specific learning context of the graduate level education. The meaningful implementation of known active learning techniques can make effective use of opportunities arising from information-communication technologies. In particular, this research focuses on development of writing-based in-class activity in a seminar graduate course at San Diego State University. The research builds upon the theoretical framework of learning in engineering education, emphasizing the learnercentered methods. Implementation of in-class activity explains the writing tool deployed and the details of the learning context. Evaluation methodology includes mid-and end-term student survey as well as assessment rubric. Overall, results indicate that this innovation is instrumental in evaluating students' learning in the class, and in helping them with development of motivation and metacognition practices. Concluding implications provide lessons for further implementation and development of activelearning techniques in TE and engineering graduate education in general.

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“…If the concept maps are to be used to assess or evaluate student learning, the instructor must decide not only how to construct the assignment prompt but also how to evaluate the map. Per [1], in engineering education, concept maps have been used to assess knowledge integration across an engineering program [3], conceptual understanding in a engineering dynamics course [4], and student preconceptions in an introductory transportation engineering course [5], among other applications.…”

Section: Methodsmentioning

confidence: 99%

Using Concept Maps to Assess Student Learning in a Multi-Section Introduction to Engineering Course

Bernhardt¹,

Roth²

2018 ASEE Annual Conference &Amp; Exposition Proceedings

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is chair of the Engineering Studies program and associate professor of Civil and Environmental Engineering at Lafayette College. Her expertise is in sustainable civil infrastructure management and transportation systems. She teaches a variety of courses including sustainability of built systems, transportation systems, transportation planning, civil infrastructure management, engineering economics, and Lafayette's introductory first year engineering course. Dr. Sanford Bernhardt serves on the American Society of Civil Engineers' Task Committee on the 3rd Edition of the Civil Engineering Body of Knowledge and the Transportation Research Board Committee on Education and Training. She previously has served as vice-chair of the ASCE Infrastructure Systems Committee, chair of the ASEE's Civil Engineering Division, and a member of the Transportation Research Board committees on Artificial Intelligence and Advanced Computing, Asset Management, and Emerging Technology for Design and Construction. She received her Ph.D. and M.

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Assessment of Students’ Preconceptions in an Introductory Transportation Engineering Course: Case Study at Virginia Tech

Cited by 6 publications

References 40 publications

Challenges and opportunities of multimodal data in human learning: The computer science students' perspective

Challenges and opportunities of multimodal data in human learning: The computer science students' perspective

Implementation of active learning method in transportation engineering seminar course: Case study at San Diego State University

Using Concept Maps to Assess Student Learning in a Multi-Section Introduction to Engineering Course

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