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TIME AND TIME AGAIN --A Comparison of Faculty Time on Tasks for a Lecture Class and a CDROM Based, Self Paced Class

Billy Crynes University of Oklahoma

Detailed logs were maintained for faculty time on various tasks for teaching a fundamentals engineering class. A comparison is made between time given for tasks in teaching in a traditional lecture format versus that for teaching the same class in a new format using a CDROM, self-pace method. We call this a distributed method. The learning by both methods resulted in the same results on the comprehensive final examination. There is, however, a significant difference in how the professor used his time. Total hours given to the class may be lower for the CDROM class and teacher time shifted from lecture preparation and presentation to helping students by formal group tutoring and individual sessions. Results from teaching one lecture class of 47 students and three classes of CDROM sections of 27, 75 and 85 students are presented. Details about time distribution among various tasks are given.

The Purpose

Our purpose in this on going project has been to find a learning method that blends some of the best attributes of the time tested lecture class and those of the newer technologies. We are seeking statistical data that might show any advantages over the learning and teaching that results from using only the lecture method. Over the past three years of this study we have also gathered detailed data about how a teacher spends time in delivering our fundamentals in chemical engineering class. Much of the other results about learning success, student motivations and their attributes and learning styles for this study have already been presented 1, 2, 3, 4,5,6. Here we show how time on tasks was different for the professor in delivering this new method, called distributive method, compared to the traditional lecture format.

The Method

In fall 1999 two sections of our fundamentals of chemical engineering course were taught, one using the full lecture format and the other using our experimental approach. Then in the fall of 2000 and 2001, one section only was taught using the distributive method. This makes a total of four sections during which full logs were taken on teacher time spent on various instructional tasks. One section of 47 students was taught (Fall 99) using the traditional three lectures a week, 50 minutes each; three examinations and a comprehensive final. Also, homework was given and an occasional pop quiz presented. This section was organized to be as traditional as possible, including a required standard textbook. No CDROM nor any form of technology was used.

“Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright @2002, American Society for Engineering Education” Main Menu

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Crynes, B. (2002, June), Time And Time Again Paper presented at 2002 Annual Conference, Montreal, Canada. 10.18260/1-2--10289