Catherine G. P. Berdanier
1*,
Robin H. Tate
2,
Tom Iwinski
3,
Anil Kulkarni
4
- The Pennsylvania State University, 206 Reber Building, University Park PA 16802, United States
- The Pennsylvania State University, 207 Reber Building, University Park PA 16802, United States
- The Pennsylvania State University, 301A Engineering Unit, University Park PA 16802, United States
- The Pennsylvania State University, 205 Reber Building. University Park, PA 16802, United States
Abstract
This study is an investigation of online engineering undergraduate students' usages of online videos and embedded formative assessments in a second-year thermal science class. The findings from this study indicate that online students use online videos of course lectures in different ways. While some students watch each video only once, some students watch videos multiple times, and answer embedded assessment questions each time. This data can be used to describe student usage patterns and correlate student usage of videos with mastery of course content and academic achievement. The implications of gaining a better understanding of student usage patterns and their correlation with student performance will help engineering instructors who teach in online venues to more effectively use formative assessments and new technologies, as well as help instructors demonstrate the impact of effective study skills and routines for online students.
References
- Abel, R. (2005). Implementing best practices in online learning. EDUCAUSE Quarterly, 28(3), 75-77. Retrieved from http://search.proquest.com /docview/61864443?accountid=11233
- Bourne, J., Harris, D., & Mayadas, F. (2005). Online engineering education?: Learning anywhere , anytime .Online Engineering Education?: Learning Anywhere , Anytime. Journal of Engineering Education, (January).
- Dasarathy, B., Sulliban, K., Schmidt, D. C., Fisher, D. H., & Porter,A. (2014). The Past, Present, and Future of MOOCs and Their Relevance to Software Engineering. In Proceedings of the on Future of Software Engineering/ (pp. 212-224).ACM.
- Ellis, R.A., Goodyear, P., Calvo, R.A., & Prosser,M. (2008). Engineering students' conceptions of and approaches to learning through discussions in face-toface and online contexts. Learning and Instruction, 18(3), 267-282. http:// doi.org/ 10.1016 /j.learninstruc.2007.06.001
- Felder, R. M., & Brent, R. (2000). Active and Cooperative Learning. Retrieved from http://www2.ncsu. edu/unity/lockers/ users/f/felder /public/ Coopera
- Fox, A., Patterson, D. A., & Walcott-justice, K. (2014). Software Engineering Curriculum Technology Transfer?: Lessons learned from MOOCs and SPOCs.
- Herrington, J., Oliver, R., & Reeves, T. C. (2002). Patterns of engagement in authentic online learning environments.
- Iqbal, S., & Zang, X. (2014). On the Impact of MOOCs on Engineering Education.
- Kulkarni, A. K., & Iwinski, T. (2016). Enhancing Student Engagement in a Blended Resident and Online Course Using Clickers and Embedded Questions. Journal of Engineering Education Transformation, 30(1), 87-92.
- London, J., &Young, C. (2016). The Role of Massive Open Online Courses (MOOCs) in Engineering Education?: Faculty Perspectives on its Potential and Suggested Research Directions. International Journal of Engineering Education, 32(4), 1788-1800.
- McGee, P.,&Reis, A. (2012). Blended course design: Asynthesis of best practices. Journal of Asynchronous Learning Networks, 16(4), 7-22.
- Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2009). Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies. U.S. Department of Educaiton.
- National Research Council. (2004). How people learn. (J. Bransford, A. Brown, & R. Cocking, Eds.) (Expanded Ed).Washington D.C.: National Academy Press.Retrieved from http://www.csun.edu /~SB4310/HowPeopleLearn.pdf
- Reeves, T. C., Herrington, J., & Oliver, R. (2002). Authentic activities and online learning. HERDSA, 562-567. http://doi.org/10.1017/CBO9781107415324.004
- Richardson,J. C., & Newby, T. (2006). The Role of Students ' Cognitive Engagement inOnline Learning.American Journal of Distance Education, 20(1), 23-37. http://doi.org/ 10.1207 / s15389286ajde2001
- Saade, R. G., He, X., & Kira, D. (2007). Exploring dimensions to online learning. Computers in Human Behavior, 23(4), 1721-1739. http : // doi.org / 10.1016 /j.chb.2005.10.002
- Sisti H. M., Glass, A. L., and Shors,T. J. (2007). Neurogenesis and the spacing effect: Learning over time enhances memory and the survival of new neurons. Learning Memory, May; 14(5): 368375.
- Song, L., Singleton, E. S., Hill, J. R., & Koh, M. H. (2004). Improving online learning: Student perceptions of useful and challenging characteristics. Internet and Higher Education, 7(1), 59-70. http://doi.org/10.1016/j.iheduc.2003.11.003
- Swan,K. (2003). Learning effectiveness online:What the research tells us. Elements of Quality Online Education, Practice and Direction, 13-45. http://doi.org/10.1111/j.1467-8535.2005.00519.x
- Twigg, C. A. (2003). New Models for Online Learning. EDUCAUSE, (September/October).
- Violante, M. G., & Vezzetti, E. (2014). Implementing a new approach for the design of an e-learning platform in engineering education. Computer Applications in Engineering Education, 22(4), 708727. http://doi.org/10.1002/cae.21564
- Vonderwell, S. (2003). An examination of asynchronous communication experiences and perspectives of students in an online course: A case study. Internet and Higher Education, 6(1), 77-90. http://doi.org/10.1016/S1096-7516(02)00164-1
- Vonderwell, S., Liang, X., & Alderman, K. (2007). Asynchronous discussions and assessment in online learning. Journal of Research on Technology in Education,39(3), 309-328. http://doi.org/10.1080 /15391523.2007.10782485
