WeBWorK as an open online homework system in a second-year material and energy balances course

Lee, Jun S.; Verrett, Jonathan

doi:10.24908/pceea.v0i0.13047

Cited by 7 publications

(7 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Research findings related to online homework are abundant in both science [9,15,39,54,58,59,63,64] and engineering education [29,35,42]. For example, a faculty-built platform for a statics course led to statistically significant learning gains where findings were framed upon self-regulation [70].…”

Section: Introductionmentioning

confidence: 99%

Quantifying deliberate practice using auto‐graded questions: Analyzing multiple metrics in a chemical engineering course

Chapman

Davidson

Azuka

et al. 2023

Comp Applic In Engineering

View full text Add to dashboard Cite

Interactive digital technologies provide a mechanism to capture big data for higher education faculty to monitor student progress in real‐time. By measuring both performance and perseverance using auto‐graded problems, this learning analytics research examines several tenets of deliberate practice. Specifically, online homework problems integrated into an interactive textbook for chemical engineering titled Material and Energy Balances zyBook were examined. Across three cohorts totaling over 250 students and 84,000 questions, the fraction correct, attempts before correct, and attempts after correct provided metrics to examine question type and order. Fraction correct and attempts before correct varied with statistical significance as a function of question type and order, including many differences having medium and large effect sizes. Multiple choice questions led to the highest fraction correct and the least number of attempts before correct, while questions requiring multiple numeric responses led to the lowest success and the largest number of attempts before correct. Next, multiple metrics were aggregated into a deliberate practice score, to broadly quantify problem difficulty. Fraction correct, modified correct, first quartile attempts before correct, and median attempts before correct were combined at different thresholds leading to a deliberate practice score between 0 and 8. Questions with higher deliberate practice scores were disproportionality used for practice (61% of attempts on 13% of questions); practice attempts do not receive course credit. Overall, combining metrics in a deliberate practice score exhibits the potential to optimize the length of homework assignments and give students more credit for solving more challenging auto‐graded problems.

show abstract

Section: Introductionmentioning

confidence: 99%

Quantifying deliberate practice using auto‐graded questions: Analyzing multiple metrics in a chemical engineering course

Chapman

Davidson

Azuka

et al. 2023

Comp Applic In Engineering

View full text Add to dashboard Cite

show abstract

“…Some problem databases exist, such as Aqua-Rat [7] which contains (~100k) algebraic word problems or SQuAD [8] which consists of general questions (~150k). Successful online software systems for developing and managing assessments, such as WeBWork [9], exist and have been used to develop questions for engineering courses [10][11][12]. This software uses the problem database Open Problem Library which includes ~35k problem templates over a variety of courses [13].…”

Section: Introductionmentioning

confidence: 99%

Development of Large Scale Stem Problem Databases for Student Learning and Assessment Tools

Davis

Lorimer

2021

PCEEA

View full text Add to dashboard Cite

Problem databases in STEM courses are used in tools for the development of student learning andfinal assessment. In addition, large problem databases are used to develop models for automatic assessment and feedback of students’ work. However, the availability of large, open source, problem databases for specificcourses is limited, and in-house development of a wide variety of problems can take years. In this paper, theframework for a problem database in STEM courses was created using semantic analysis of sentence structure and composition. Problem statements were analyzed to determine the key grammatical constructs that are used in commonly posed problems. Based on this analysis, software was developed to create large problemdatabases which allow for simple extension to other courses. Using a first-year mechanics course this softwarewas populated with a few generalized question and sentence structures to create a large problem database.

show abstract

“…Alternatively, examinations can be administered via specifically designed platforms. , Moodle, a course management platform, has been used to set assessments with multiple choice questions (MCQs) and numerical answers . Similarly, Mobius and WeBWork offer the same functionality plus the option to include graphical questions. , The ability to randomize question parameters for different students reduces the probability of cheating and timing answers offers an additional layer of feedback to students and educators . Disadvantages of these online assessments are that the software relies on Internet connectivity throughout and questions need to be coded to support the various functionalities .…”

Section: Introductionmentioning

confidence: 99%

“…14 Similarly, Mobius and WeBWork offer the same functionality plus the option to include graphical questions. 15,16 The ability to randomize question parameters for different students reduces the probability of cheating and timing answers offers an additional layer of feedback to students and educators. 13 Disadvantages of these online assessments are that the software relies on Internet connectivity throughout and questions need to be coded to support the various functionalities.…”

Section: ■ Introductionmentioning

confidence: 99%

Moving to Timed Remote Assessments: The Impact of COVID-19 on Year End Exams in Chemical Engineering at Imperial College London

et al. 2020

View full text Add to dashboard Cite

Summative year end assessments are a major component of student assessment at the Department of Chemical Engineering, Imperial College London. More than 600 students participate in over 40 different exams during the summer term. At the end of the spring term, the college moved to fully remote operation due to COVID-19, leaving the academic community with the challenge of delivering examinations remotely. At the time pandemic hit the UK, teaching for all modules in the department had been completed, the exam timetable had already been published and all exam papers passed the mandatory external quality review. To implement time-limited remote exams as stipulated by the university, the department decided to proceed with an existing VLE platform for submission of answersheets. This study highlights stakeholder reflections from the academic and student community during the implementation of this approach culminating in a mock examination to gauge readiness of the infrastructure as well as the student population. Our survey found that the majority of students (>80%) managed to follow the written instructions and readily engaged with scanning technologies and the uploading process. In the main, students did not have to adapt their learning or writing style. All stakeholders provided constructive suggestions at the end of the mock exam resulting in a relatively smooth transition to this new mode of examination. This study highlights challenges and reflections on making the summer year end exams remote in a very short timeframe in a large and diverse Chemical Engineering department at very short notice.

show abstract

WeBWorK as an open online homework system in a second-year material and energy balances course

Cited by 7 publications

References 5 publications

Quantifying deliberate practice using auto‐graded questions: Analyzing multiple metrics in a chemical engineering course

Quantifying deliberate practice using auto‐graded questions: Analyzing multiple metrics in a chemical engineering course

Development of Large Scale Stem Problem Databases for Student Learning and Assessment Tools

Moving to Timed Remote Assessments: The Impact of COVID-19 on Year End Exams in Chemical Engineering at Imperial College London

Contact Info

Product

Resources

About