Teaching with ALN Technology: Benefits and Costs*

Kashy, Deborah A.; Albertelli, G.; Kashy, E.; Thoennessen, M.

doi:10.1002/j.2168-9830.2001.tb00631.x

Cited by 28 publications

(26 citation statements)

References 17 publications

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“…In the following semester, the module was introduced in an entirely different class of the same course and it was designated as the "experimental" group. This procedure permitted the instructors to collect the baseline data in a manner similar to the one described in [27], and used by Kashy et al [29]. This phased approach to assessment eliminates the cross-over effect in which students in the "control" group may get unauthorized access to web-based modules to improve their academic performance, thereby corrupting the data and affecting the outcomes.…”

Section: Transformative Changes In Engineering Education At Old Dominmentioning

confidence: 99%

Web-Based Simulation Modules as Supplement for Enhancing Learning in Lecture and Laboratory-Based Engineering Courses

Chaturvedi¹,

Prabhakaran²

2015

Journal of Engineering Education Transformations

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: Keywords:Results are presented from an NSF supported project that validate the hypothesis that students`learning gains can be enhanced through integration of web-based interactive simulation and visualization modules in engineering courses. The im plemen ted mo du les wer e u sed in t he "supplementation" mode wherein students used these modules along with conventional lecture or laboratory classes. In order to gage the effectiveness of each implemented module a "control" group, without access to the module, and an "experimental" group, with access to the module, were identified. Performance of students in both groups in an identical quiz was analyzed statistically to determine if the introduction of web-based modules favorably affected students`learning outcomes. Since both "control" and "experimental" groups may have different demographic profiles -different age, ethnicity, gender etc. -a demographic factor analysis was also conducted for each module to assess if the impact of demographic factors rises to the level of statistical significance.Results of statistical analysis indicated that of the twenty eight learning outcomes tested in eight engineering courses, fifteen showed statistically significant improvement in quiz scores for "experimental" groups over corresponding "control" groups. Even though for thirteen outcomes the quiz scores were generally higher for the "experimental" groups, improvement in quiz scores over the control group performance was not statistically significant. The demographic factor analysis also showed that whereas gender, ethnicity, course load and math SAT scores are not significant factors for the pedagogy of learning with the web-based simulation and visualization modules, the cumulative GPA was a significant factor in five out of nine modules.The results presented in this large scale study, spanning over three engineering disciplines, demonstrates the favorable impact of web-based simulation and visualization modules on student learning. The project has not only led to enhanced student learning in engineering courses and faculty development but it has also contributed to engineering pedagogy by demonstrating the effectiveness of webbased simulation and visualization modules when used in the "supplementation" mode with conventional lectures or lab classes.Visualization, Simulation, Assessment, Web-based Modules.

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Section: Transformative Changes In Engineering Education At Old Dominmentioning

confidence: 99%

Web-Based Simulation Modules as Supplement for Enhancing Learning in Lecture and Laboratory-Based Engineering Courses

Chaturvedi¹,

Prabhakaran²

2015

Journal of Engineering Education Transformations

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“…Though in an individual year, many factors might play a role, Figure 3 shows grade distributions over several years in the standard introductory physics course for scientists and engineers (PHY 183) at Michigan State University [11,12]. A 4.0 is the highest grade, a grade lower than 2.0 results in failing the course.…”

Section: Course Gradesmentioning

confidence: 99%

“…Data for the pre-CAPA period was only available in averaged form [12], but for the post-CAPA period, error bars reflecting the variation of grading between different instructors and semesters are given [11,12].…”

Section: Fig 3 Grade Distributions Across Several Sections and Semementioning

confidence: 99%

An Open-Source Learning Content Management and Assessment System

Kortemeyer

Cruz

2009

Education and Technology for a Better World

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“…Kashy et al 5 considered the effects of using CAPA, the non-web-based predecessor of LON-CAPA, for HW problem delivery in large introductory physics classes. They investigated a number of factors including student gender, grade point average (GPA), and ACT scores.…”

Section: Introductionmentioning

confidence: 99%

A Dozen Years of Asynchronous Learning: Using LON-CAPA for Online Problem Sets

Balascio¹

2015 ASEE Annual Conference and Exposition Proceedings

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is an Associate Professor in the departments of Plant and Soil Sciences and Civil and Environmental Engineering at the University of Delaware. He earned bachelor's degrees in agricultural engineering technology and mathematics from UD. He earned an M.S. in agricultural engineering and a Ph.D. double-major in agricultural engineering and engineering mechanics from Iowa State University. He has taught engineering and engineering technology courses in surveying, soil mechanics, site engineering, and stormwater management for over 30 years. He has research interests in urban hydrology, stormwater management, and enhancement of student learning. He is in his eleventh year of service on Delaware's Engineering Licensing Board, the DAPE Council, and has been active on several NCEES committees.c American Society for Engineering Education, 2015Page 26.37.1 A Dozen Years of Asynchronous Learning: Using LON-CAPA for Online Problem Sets AbstractAn asynchronous learning system tool allows the learner to work independently without synchronizing his/her schedule with those of other people or events. This paper discusses the experience of using the LON-CAPA learning system for asynchronous problem set delivery in six engineering, engineering technology, and landscape design courses offered through the College of Agriculture and Natural Resources at the University of Delaware over a period of 12 years. LON-CAPA (web site at < http://www.lon-capa.org/>) is free, open-source, coursemanagement software developed and supported by Michigan State University. It includes a testing and assessment component that allows for coding a variety of homework (HW) and test problems that are computer-graded and submitted by students on-line. Advantages of using LON-CAPA include:• Students have unique numbers for their problems. Cheating is difficult. Collaborative learning is encouraged.• The system provides immediate feedback by indicating whether submitted answers are correct or incorrect.• Multiple attempts encourage perseverance so that students will work on the problems and remain engaged in active learning until correct solutions are obtained.• Increased student/instructor interaction allows the instructor to "coach" students with appropriate assistance.• All resources on the LON-CAPA system network are available for sharing with all other system users.Courses included surveying, soil mechanics, stormwater management, and site engineering. Over 500 student-semesters of data that compared LON-CAPA problem-set performance to exam scores were scrutinized. For two courses, it was also possible to examine the relationship between exam scores and performance on conventional hand-graded problem sets. Significant positive relationships between successful completion of both types of HW problem sets and exam scores were found as were differences in results between conventional hand-graded HW and online LON-CAPA HW.

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Teaching with ALN Technology: Benefits and Costs*

Cited by 28 publications

References 17 publications

Web-Based Simulation Modules as Supplement for Enhancing Learning in Lecture and Laboratory-Based Engineering Courses

Web-Based Simulation Modules as Supplement for Enhancing Learning in Lecture and Laboratory-Based Engineering Courses

An Open-Source Learning Content Management and Assessment System

A Dozen Years of Asynchronous Learning: Using LON-CAPA for Online Problem Sets

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