Abstract
In this project our goal is to improve student learning in engineering mechanics courses. The aim to improve learning was accomplished by providing rapid feedback to students of their understanding of key concepts and skills being taught. The feedback system acts as a catalyst to encourage students, working in pairs, to assist each other in correcting misconceptions or deepening each other's understanding of the concept or skill at hand. Furthermore, the system allows the professor to assess the students' level of comprehension or misconception in a just-in-time fashion, and thus guide the pace of covering the material. The feedback is enabled through wireless-networked handheld computers or color-coded flashcards. In the first two years of the study, the feedback system was implemented in two sections of a lower-level, core-engineering course, Statics, as well as in follow-on courses of Dynamics and Solid Mechanics.
| Original language | English (US) |
|---|---|
| Title of host publication | Innovations in Engineering Education 2005 |
| Subtitle of host publication | Mechanical Engineering Education, Mechanical Engineering Technology Department Heads |
| Pages | 257-263 |
| Number of pages | 7 |
| State | Published - Dec 1 2005 |
| Event | 2005 ASME International Mechanical Engineering Congress and Exposition, IMECE 2005 - Orlando, FL, United States Duration: Nov 5 2005 → Nov 11 2005 |
Publication series
| Name | Innovations in Engineering Education 2005: Mechanical Engineering Education, Mechanical Engineering Technology Department Heads |
|---|---|
| Volume | 2005 |
Other
| Other | 2005 ASME International Mechanical Engineering Congress and Exposition, IMECE 2005 |
|---|---|
| Country | United States |
| City | Orlando, FL |
| Period | 11/5/05 → 11/11/05 |
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All Science Journal Classification (ASJC) codes
- Engineering(all)
Cite this
}
Providing rapid feedback to students to improve student learning and engagement. / Kadlowec, Jennifer; Chen, John C.; Whittinghill, Dexter C.
Innovations in Engineering Education 2005: Mechanical Engineering Education, Mechanical Engineering Technology Department Heads. 2005. p. 257-263 (Innovations in Engineering Education 2005: Mechanical Engineering Education, Mechanical Engineering Technology Department Heads; Vol. 2005).Research output: Chapter in Book/Report/Conference proceeding › Conference contribution
TY - GEN
T1 - Providing rapid feedback to students to improve student learning and engagement
AU - Kadlowec, Jennifer
AU - Chen, John C.
AU - Whittinghill, Dexter C.
PY - 2005/12/1
Y1 - 2005/12/1
N2 - In this project our goal is to improve student learning in engineering mechanics courses. The aim to improve learning was accomplished by providing rapid feedback to students of their understanding of key concepts and skills being taught. The feedback system acts as a catalyst to encourage students, working in pairs, to assist each other in correcting misconceptions or deepening each other's understanding of the concept or skill at hand. Furthermore, the system allows the professor to assess the students' level of comprehension or misconception in a just-in-time fashion, and thus guide the pace of covering the material. The feedback is enabled through wireless-networked handheld computers or color-coded flashcards. In the first two years of the study, the feedback system was implemented in two sections of a lower-level, core-engineering course, Statics, as well as in follow-on courses of Dynamics and Solid Mechanics.
AB - In this project our goal is to improve student learning in engineering mechanics courses. The aim to improve learning was accomplished by providing rapid feedback to students of their understanding of key concepts and skills being taught. The feedback system acts as a catalyst to encourage students, working in pairs, to assist each other in correcting misconceptions or deepening each other's understanding of the concept or skill at hand. Furthermore, the system allows the professor to assess the students' level of comprehension or misconception in a just-in-time fashion, and thus guide the pace of covering the material. The feedback is enabled through wireless-networked handheld computers or color-coded flashcards. In the first two years of the study, the feedback system was implemented in two sections of a lower-level, core-engineering course, Statics, as well as in follow-on courses of Dynamics and Solid Mechanics.
UR - http://www.scopus.com/inward/record.url?scp=33646187166&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=33646187166&partnerID=8YFLogxK
M3 - Conference contribution
AN - SCOPUS:33646187166
SN - 0791842320
SN - 9780791842324
T3 - Innovations in Engineering Education 2005: Mechanical Engineering Education, Mechanical Engineering Technology Department Heads
SP - 257
EP - 263
BT - Innovations in Engineering Education 2005
ER -