Motivators and barriers in undergraduate mechanical engineering students’ use of learning resources

Evenhouse, David; Kandakatla, Rohit; Berger, Edward J.; Rhoads, Jeffrey F.; DeBoer, Jennifer

doi:10.1080/03043797.2020.1736990

Cited by 13 publications

(28 citation statements)

References 47 publications

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“…Evenhouse et al 36 (pseudonym used for blind review) conducted a second Thematic Analysis of Freeform interview data. This study built on the work of Kandakatla et al to examine the nuances of how, and why, students chose to interact with specific resources.…”

Section: Barriers and Motivators To Students' Engagement With Learning Resourcesmentioning

confidence: 99%

“…However, the resources which students used the most, were not necessarily the resources which they considered to be the most helpful. Tutoring from TAs and instructor office hours proved to be especially difficult for students to access due to their physical location on-campus and limited scheduling options 36 . However, students perceived these resources to be very useful as sources of help 34 , and frequently encouraged their peers to engage with them 36 .…”

Section: Determining Resource Popularity: Convenience Is Kingmentioning

confidence: 99%

“…Tutoring from TAs and instructor office hours proved to be especially difficult for students to access due to their physical location on-campus and limited scheduling options 36 . However, students perceived these resources to be very useful as sources of help 34 , and frequently encouraged their peers to engage with them 36 . Unfortunately, using these resources involved overcoming tangible barriers to engagement caused by location and scheduling, barriers which dominated these students' interview discussions about engaging in collaborative work.…”

Section: Determining Resource Popularity: Convenience Is Kingmentioning

confidence: 99%

“…Some students took the time to overcome these difficulties, such as students who went out of their way to study near their peers in public spaces, but these were the exceptions. Most students were content to engage asynchronously with their peers through discussion online 35 , or opted to use more detached, readily available resources 34,36 .…”

Section: Determining Resource Popularity: Convenience Is Kingmentioning

confidence: 99%

“…This was true even when students had little experience engaging with those resources themselves, either due to personal preferences or in response to barriers to their engagement. Students who could not engage in collaboration due to a lack of community engagement (i.e., a lack of posts and responses on the blog) or scheduling conflicts felt as though they had lost a potentially valuable resource due to circumstances beyond their control 36 .…”

Section: Collaborative Resources: Valuable and Frustratingmentioning

confidence: 99%

See 4 more Smart Citations

Bringing Research to Practice: Exploring Applications of Resource Usage Research in Undergraduate Mechanics Education

Evenhouse

Stites

Dunford

et al.

2019 ASEE Annual Conference &Amp; Exposition Proceedings

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Section: Barriers and Motivators To Students' Engagement With Learning Resourcesmentioning

confidence: 99%

Section: Determining Resource Popularity: Convenience Is Kingmentioning

confidence: 99%

Section: Determining Resource Popularity: Convenience Is Kingmentioning

confidence: 99%

Section: Determining Resource Popularity: Convenience Is Kingmentioning

confidence: 99%

Section: Collaborative Resources: Valuable and Frustratingmentioning

confidence: 99%

See 3 more Smart Citations

Bringing Research to Practice: Exploring Applications of Resource Usage Research in Undergraduate Mechanics Education

Evenhouse

Stites

Dunford

et al.

2019 ASEE Annual Conference &Amp; Exposition Proceedings

Self Cite

View full text Add to dashboard Cite

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Use of worked‐example videos to support problem‐solving: An analysis of student behavior

DeBoer

Rhoads

et al. 2021

Comput Appl Eng Educ

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Worked examples are important tools for teaching problem‐solving skills in physics and engineering subjects. Presenting a worked example in a computer‐based multimedia format may provide extra support to the learning process, but different strategies of using worked examples can lead to different outcomes. An observational experiment was conducted to investigate students' video usage behaviors and their impact on problem‐solving efficiency and outcomes. Seven undergraduate engineering students were asked to solve a dynamics problem with three subquestions. A worked‐example video was provided as a potential resource for help‐seeking. The experiment, including the student's affect, their computer usage patterns, their usage of the worked‐example video itself, and their problem‐solving work was video‐recorded, and students were instructed to verbalize their thinking process. Video recordings were coded using a behavioral scheme to characterize the timing and frequency of important problem‐solving and video interaction events. “Process‐checking” and “pattern‐matching” emerged as two systematic approaches to using the worked‐example videos, along with a general focus on visual information over audio information. A varying level of success in solving the problem illustrates that the effectiveness of using the worked‐example resource depends on the learning context and the student's needs.

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Blended learning in the engineering field: A systematic literature review

Sala,

Maffei,

Pirola

et al. 2024

Comp Applic In Engineering

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Blended Learning (BL) is defined as a combination of face‐to‐face and digital activities that, in recent years, has been adopted more and more frequently by Higher Educational Institutions (HEIs). In the engineering field, the adoption of BL allows creating challenging situations for students with industry‐like problems to foster the acquisition of advanced problem‐solving skills. Thus, it can be used to enhance traditional learning by enriching it with new aspects, allowing to update the Intended Learning Outcomes traditionally defined by teachers. Although prior coronavirus disease 2019 (COVID‐19) teachers had the time to prepare and programme the transition to BL, during the pandemic they had to abruptly move to the full digital delivery of the content, requiring technological and organizational adaptation, as well as change in the content teaching and assessment methods. Through a systematic literature review, this paper aims to understand how BL has been implemented in the engineering field by HEIs, discussing if and how the learning expectations of teachers (evaluated through Bloom's Taxonomy) change when using different mixes of face‐to‐face and digital activities and when the target audience changes. More specifically, the investigation addresses how content and learning expectations are split and set in face‐to‐face and digital settings. Additionally, the interest is towards understanding how COVID‐19 impacted the adoption of BL, not only during the pandemic but also after.

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Motivators and barriers in undergraduate mechanical engineering students’ use of learning resources

Cited by 13 publications

References 47 publications

Bringing Research to Practice: Exploring Applications of Resource Usage Research in Undergraduate Mechanics Education

Bringing Research to Practice: Exploring Applications of Resource Usage Research in Undergraduate Mechanics Education

Use of worked‐example videos to support problem‐solving: An analysis of student behavior

Blended learning in the engineering field: A systematic literature review

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