The Impact of a Simulation and Problem-Based Learning Design Project on Student Learning and Teamwork Skills

Chung, Gregory K. W. K.; Baker, Eva L.; Harmon, Thomas C.; Burks, Glenn A.

doi:10.1037/e647022011-001

Cited by 4 publications

(5 citation statements)

References 25 publications

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“…A second objective was to compare the ISIS-driven project with the manually administered version in terms of design project scope and timedemands imposed (on students and instructor). Rigorous assessment of this pedagogical strategy is available for the fully functional version of the program [21,22]. However, a summary of student feedback emanating from the beta-test is provided at the end of this section.…”

Section: Preliminary Testingmentioning

confidence: 99%

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An Interactive Database Supporting Virtual Fieldwork in an Environmental Engineering Design Project

Harmon

Burks

Giron

et al. 2002

J of Engineering Edu

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This work presents an interactive simulation software package for delivering an environmental engineering design project. The primary goal of the effort is to supplement theory-based course content with a complex and relevant design project, and to do so without increasing student course loads or placing excessive time demands on instructors. An additional goal for research-based instructors is to provide an efficient mechanism for infusing current research findings and experimental techniques into the curriculum. The software that administers the design project is called Interactive Site Investigation Software (ISIS). This paper summarizes the rationale for the development of ISIS, outlines the instructor-generated input required by ISIS, and details current ISIS features. These features allow students to drill boreholes, collect core samples, construct wells, collect groundwater samples, submit samples for laboratory analysis, and execute hydraulic and transport experiments at a virtual hazardous waste site. Initial feedback on the usability and usefulness of ISIS was generally positive, and the automated data requisition and dispensation substantially reduced the project's administrative demands on the instructor. Common student complaints pertained to controlled access to the software in the face of deadline pressure, uncertain expectations regarding their work product, and the need for real-time advice.

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Section: Preliminary Testingmentioning

confidence: 99%

“…The demands shown for the 1999 are inflated by programming problems encountered during first two weeks of the ISIS 0.9 test. The final values shown for the years 2000 and 2001 are based on subsequent courses taught using ISIS version 1.0 [21,22].…”

Section: B Time Demands On Students and Instructorsmentioning

confidence: 99%

An Interactive Database Supporting Virtual Fieldwork in an Environmental Engineering Design Project

Harmon

Burks

Giron

et al. 2002

J of Engineering Edu

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“…The set of concepts and links was defined a priori. Our previous studies and in-house usability testing showed that participants of various ages (fifth graders to graduate students) could be trained to use the knowledge mapper in approximately 10 minutes (e.g., Chung, Baker, Harmon, & Burks, 2000;Herl, O'Neil, Chung, & Schacter, 1999;Herl, O'Neil, Schacter, & Chung, 1998;Klein et al, 2001;Osmundson et al, 1999). Changes to the concepts or links were made in the authoring system; no changes could be made directly in the knowledge mapper.…”

Section: Instrumentationmentioning

confidence: 99%

Knowledge mapper authoring system prototype

Chung¹,

Baker²,

Cheak³

2002

PsycEXTRA Dataset

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We have developed a prototype authoring system for knowledge mapping that provides the capability to (a) specify map tasks (i.e., specify terms and links), (b) launch a knowledge map related to a task, (c) specify criterion or expert maps (for scoring purposes), (d) define groups of users and associate tasks to those groups, and (e) publish tasks for global access. The prototype interface is a simple HTML interface, with any destination function accessible within four mouse clicks. A usability study was conducted with one teacher and 62 fourth-and fifth-grade students. Students were considered beta testers, and the teacher, who had used our existing knowledge mapper, was considered an expert. The teacher reported using the authoring system to create pretest and posttest tasks for students and to access and evaluate student maps. Students used the authoring system to create knowledge maps of their group research projects. The teacher reported that the authoring system was easy to use and thought student authoring promoted ownership of work. Students using the authoring system created more sophisticated knowledge maps, especially in the links specified by students. This anecdotal report is bolstered by analyses of the links used across all student-authored maps. Thirty-eight percent of the links were causal (e.g., causes) or functional (e.g., protects), and 24% were part-whole (e.g., part of). Limited screen real estate, confusing map access, complicated login functionality, and system crashes limited usability. Student performance on a usability task showed that, in general, students were able to independently carry out major authoring and mapping tasks; however, a positive relationship was found between the amount of time a student was at the keyboard and the amount of help that student needed during the usability task, suggesting that practice using the authoring system improves fluency with the authoring system. 1 We wish to acknowledge and thank Joanne Michiuye and Linda de Vries of UCLA/CRESST for their help during data collection, and Ali Abedi of UCLA/CRESST for programming and technical support. We also wish to thank Terri Robinson for her content expertise. We also thank Jan Cohen, Margaret Heritage, and Sharon Sutton at UCLA's Seeds University Elementary School (UES) for their assistance, participation, insights, and support. And finally we are deeply grateful to the creative and gifted teacher and her students at UES who participated and assisted in this research study.

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“…They should possess the adequate skills to develop solutions to problems under competing constraints such as functionality, cost, reliability, maintainability and safety [1]. Today's engineers should have adaptability skills to changing environments; work effectively in a team; engage in lifelong training to maintain their technical skills and knowledge; and have knowledge of the business, societal, and environmental impact of their work.…”

Section: Introductionmentioning

confidence: 98%

Performance of Continual Quality Improvement for Learning Process in a Microwave Engineering Based Core Subject

Esa¹,

Rashid

Masodi³

et al. 2006

2006 International RF and Microwave Conference

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At the Faculty of Electrical Engineering (FKE), Universiti Teknologi Malaysia, Skudai campus, Communication System is a core subject offered to the senior students of the Electrical Engineering Undergraduate Program. The student enrolment is the largest. This paper describes the continual quality improvement performance measured for the learning process of the students. Cooperative Learning (CL) technique has been successively introduced, a serious continuous effort in implementing alternative teaching method to enhance student learning process and inculcate generic skills that have been noticeably lacked among students and recent graduates. It was found that all CL classes achieved impressive 100 % passes, with >80 % achieved a minimum of Bs grade and all performed >Cs grade. The CL class overall performances were very impressive. The students exhibited higher retention rates and better understanding of the course materials. The findings are significant in verifying the improvement observed in the quality of the said learning process.

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The Impact of a Simulation and Problem-Based Learning Design Project on Student Learning and Teamwork Skills

Cited by 4 publications

References 25 publications

An Interactive Database Supporting Virtual Fieldwork in an Environmental Engineering Design Project

An Interactive Database Supporting Virtual Fieldwork in an Environmental Engineering Design Project

Knowledge mapper authoring system prototype

Performance of Continual Quality Improvement for Learning Process in a Microwave Engineering Based Core Subject

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