Use Of Interactive Web Based Examples In Engineering Courses

Paul Blowers

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Conference: 2002 Annual Conference
Location: Montreal, Canada
Publication Date: June 16, 2002
Start Date: June 16, 2002
End Date: June 19, 2002
ISSN: 2153-5965
Conference Session: Computers in Education Poster Session
Page Count: 9
Page Numbers: 7.1233.1 - 7.1233.9
DOI: 10.18260/1-2--10384
Permanent URL: https://strategy.asee.org/10384
Download Count: 339

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Paul Blowers

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Abstract

The use of Web-based course materials is very attractive in engineering courses for many reasons. One benefit is that students can access material on their own time to fit their learning into their daily schedules. This can also make distance learning more effective. Another benefit is that materials can be used over and over again after their initial creation. Like most technological advances, though, there are several negatives associated with on- line learning tools. From an instructor's point of view, Web-based educational materials take a long time to develop and implement. Secondly, very few engineering professors are proficient at using computer software to generate robust educational materials. To avoid having to become capable users of the new computer technologies, many of us often resort to using technologies that are easier to use, but may be less useful for students. An example of this is the use of "talking head" boxes on Websites where students can watch lecture materials that were previously presented in class. While it may be useful for students to be able to review lecture materials in this manner, students then miss the benefits of interaction with the instructor. Also, very little student processing of information may occur as they watch the materials. To remedy some of these Web-based learning problems, Web-based computer materials were developed for an introductory chemical engineering course at the sophomore level. The examples attempt to improve problem solving skills by leading students through a series of questions demonstrating how complex solutions are created by integrating individual small steps. In early examples, students are asked very basic questions about the material. Students then fill in blanks on the Webpage, select from multiple answers, or seek more in depth help on the material. When students do answer a question, they are given instant feedback using Javascript enabled programs. Wrong answers lead to feedback on how the correct solution can be reached while correct answers allow students to move on to the next series of questions. The later examples are more difficult and ask students to do more steps simultaneously in order to fill in more than one blank or make more than one choice. This organization forces students to actively process the information in the example instead of just skipping ahead regardless of their comprehension. These materials were used as a training tool in the introductory class for students who performed poorly on a midterm exam. Students were required to work through the examples and then to generate a list of questions about the material to identify where their difficulties lie. These students then went on to the next exam with much stronger skills in the critical topics covered by the Webpages. In general, their exam scores improved by about 20 points over the previous exam.

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Blowers, P. (2002, June), Use Of Interactive Web Based Examples In Engineering Courses Paper presented at 2002 Annual Conference, Montreal, Canada. 10.18260/1-2--10384

TY - CPAPER
AB - The use of Web-based course materials is very attractive in engineering courses for many reasons. One benefit is that students can access material on their own time to fit their learning into their daily schedules. This can also make distance learning more effective. Another benefit is that materials can be used over and over again after their initial creation.
Like most technological advances, though, there are several negatives associated with on- line learning tools. From an instructor's point of view, Web-based educational materials take a long time to develop and implement. Secondly, very few engineering professors are proficient at using computer software to generate robust educational materials. To avoid having to become capable users of the new computer technologies, many of us often resort to using technologies that are easier to use, but may be less useful for students. An example of this is the use of "talking head" boxes on Websites where students can watch lecture materials that were previously presented in class. While it may be useful for students to be able to review lecture materials in this manner, students then miss the benefits of interaction with the instructor. Also, very little student processing of information may occur as they watch the materials.
To remedy some of these Web-based learning problems, Web-based computer materials were developed for an introductory chemical engineering course at the sophomore level. The examples attempt to improve problem solving skills by leading students through a series of questions demonstrating how complex solutions are created by integrating individual small steps. In early examples, students are asked very basic questions about the material. Students then fill in blanks on the Webpage, select from multiple answers, or seek more in depth help on the material. When students do answer a question, they are given instant feedback using Javascript enabled programs. Wrong answers lead to feedback on how the correct solution can be reached while correct answers allow students to move on to the next series of questions. The later examples are more difficult and ask students to do more steps simultaneously in order to fill in more than one blank or make more than one choice. This organization forces students to actively process the information in the example instead of just skipping ahead regardless of their comprehension.
These materials were used as a training tool in the introductory class for students who performed poorly on a midterm exam. Students were required to work through the examples and then to generate a list of questions about the material to identify where their difficulties lie. These students then went on to the next exam with much stronger skills in the critical topics covered by the Webpages. In general, their exam scores improved by about 20 points over the previous exam.

AU - Paul Blowers
CY - Montreal, Canada
DA - 2002/06/16
PB - ASEE Conferences
TI - Use Of Interactive Web Based Examples In Engineering Courses
UR - https://strategy.asee.org/10384
DO - 10.18260/1-2--10384
ER -