Youssef, S., & Hylton, J. B., & Herak, P. J., & France, T. (2021, August), Correlation between Asynchronous Module Comprehension and Traditional Comprehension Assessments  Paper presented at 2021 First-Year Engineering Experience, Virtual . 10.18260/1-2--38375

\bibitem{asee_peer_38375}
  Youssef, S., \& Hylton, J. B., \& Herak, P. J., \& France, T. (2021, August), \emph{Correlation between Asynchronous Module Comprehension and Traditional Comprehension Assessments}
  Paper presented at 2021 First-Year Engineering Experience, Virtual .
  10.18260/1-2--38375

Sherri Youssef, J. Blake Hylton, Patrick James Herak, and Todd France.  "Correlation between Asynchronous Module Comprehension and Traditional Comprehension Assessments".  2021 First-Year Engineering Experience, Virtual , 2021, August.  ASEE Conferences, 2021.  https://strategy.asee.org/38375 Internet.  13 May, 2024

\bibitem{asee_peer_38375}
  Sherri Youssef, J. Blake Hylton, Patrick James Herak, and Todd France.
  "Correlation between Asynchronous Module Comprehension and Traditional Comprehension Assessments".
  \emph{2021 First-Year Engineering Experience, Virtual , 2021, August}.
  ASEE Conferences, 2021.
  https://strategy.asee.org/38375 Internet.  13 May, 2024

@INPROCEEDINGS{asee_peer_38375
author = "Sherri Youssef, J. Blake Hylton, Patrick James Herak, and Todd France"
title = "Correlation between Asynchronous Module Comprehension and Traditional Comprehension Assessments"
booktitle = "2021 First-Year Engineering Experience"
year = "2021"
month = "August"
address = "Virtual "
publisher = "ASEE Conferences"
note = {https://strategy.asee.org/38375}
number = {10.18260/1-2--38375}
}

TY  - CPAPER
AB  - Over the past year, institutions have explored various manners to advance education while remaining socially distant, namely, through online and hybrid delivery methods. While these methods are actively employed now, the question regarding their effectiveness on student comprehension of the concepts highlighted remains. The aim of this work is to establish how effective online, asynchronous modules are for such.
With respect to first-year programs geared towards establishing the foundational concepts of engineering design, two asynchronous, interactive modules were developed and deployed. Specifically, these modules introduced the foundational design concepts of stakeholders, need statements, information gathering, and design specifications. They were also developed in such a way that required student input such as identifying stakeholders or matching need statements. Student responses for each input was recorded and previously utilized to complete basic statistical analysis and derive preliminary trends. 
Upon completion of both modules, students completed an individual homework assignment that assessed their comprehension of the content covered in both modules. The assignment was comprised of several sections with multiple questions per section. Each question highlighted various aspects of the engineering problem framing process such as stakeholders or need statements. Basic statistical analysis was conducted for the scored items followed by correlation analysis with student performance on the modules previously completed. 
This work was intended to establish student comprehension of fundamental engineering design concepts after learning such through distance-learning methods, namely, asynchronous, interactive modules. Conclusions drawn from this work will possess broad ramifications and enable educators to determine if such methods are as sufficient as traditional in-person methods, if portions of the modules must be modified to enhance student comprehension, or if alternative methods must be employed altogether.

AU  - Sherri Youssef
AU  - J. Blake Hylton
AU  - Patrick James Herak
AU  - Todd France
CY  - Virtual 
DA  - 2021/08/09
PB  - ASEE Conferences
TI  - Correlation between Asynchronous Module Comprehension and Traditional Comprehension Assessments
UR  - https://strategy.asee.org/38375
DO  - 10.18260/1-2--38375
ER  -