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Using Multivariate Statistics

Traditional engineering instruction is deductive, beginning with theories and progressing to the applications of those theories Alternative teaching approaches are more inductive Topics are introduced by presenting specific observations, case studies or problems, and theories are taught or the students are helped to discover them only after the need to know them has been established This study reviews several of the most commonly used inductive teaching methods, including inquiry learning, problem-based learning, project-based learning, case-based teaching, discovery learning, and just-in-time teaching The paper defines each method, highlights commonalities and specific differences, and reviews research on the effectiveness of the methods While the strength of the evidence varies from one method to another, inductive methods are consistently found to be at least equal to, and in general more effective than, traditional deductive methods for achieving a broad range of learning outcomes

Inductive Teaching and Learning Methods: Definitions, Comparisons, and Research Bases

Flipped classroom approaches remove the traditional transmissive lecture and replace it with active in-class tasks and pre-/post-class work. Despite the popularity of these approaches in the media, Google search, and casual hallway chats, there is very little evidence of effectiveness or consistency in understanding what a flipped classroom actually is. Although the flipped terminology is new, some of the approaches being labelled ‘flipped’ are actually much older. In this paper, we provide a catch-all definition for the flipped classroom, and attempt to retrofit it with a pedagogical rationale, which we articulate through six testable propositions. These propositions provide a potential agenda for research about flipped approaches and form the structure of our investigation. We construct a theoretical argument that flipped approaches might improve student motivation and help manage cognitive load. We conclude with a call for more specific types of research into the effectiveness of the flipped classroom ...

/pdf/motivation-and-cognitive-load-in-the-flipped-classroom-1jlqqq0tt6.pdf

Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research

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Mindset The New Psychology Of Success

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Occupational Outlook Handbook

Investigations of the relationships between contexts in which learning occurs and students’ behaviours, cognitions and motivations may further our understanding of how instruction is related to stu...

http://journals.sagepub.com/doi/pdf/10.1177/1469787413481132

Self-regulation and autonomy in problem- and project-based learning environments:

Vibrothermography, or sonic IR, is a nondestructive evaluation technique used to find surface and near surface defects—such as cracks and delaminations—through observations of vibration-induced heat generation. This method has significant interest as an industrial inspection method, however, a lack of understanding of the fundamental physics governing the heat generation process has limited its application despite extensive theoretical, numerical simulation, and experimental work. Significant theoretical and numerical simulation work has been performed, but has yet to be rigorously verified experimentally. This paper presents experimental verification of the sources of heat generation in vibrothermography; specifically friction, plasticity, and viscoelasticity. Specific experimental evidence is presented that verifies each of these heat-generating mechanisms.

https://digitalcommons.calpoly.edu/cgi/viewcontent.cgi?article=1083&context=meng_fac

The sources of heat generation in vibrothermography

Background



Our goal is to improve student learning in foundation engineering courses. These courses are prerequisite to many higher-level courses and are comprised of critically needed concepts and skills.



Purpose (Hypothesis)



We hypothesize that learning is improved by providing rapid feedback to students on their understanding of key concepts and skills. Such feedback also provides students with insight into their strategies for learning.



Design/Method



In two consecutive years, we conducted this study in two sections of a lower-level engineering mechanics course, Statics. One author taught both sections and a crossover design of experiment was used. In a crossover design, one section was randomly chosen to receive feedback with handheld computers (the “treatment” group) while the other received the “control,” which was either a feedback system using flashcards (in year 1) or no feedback (year 2). After a certain period, the two sections swapped the treatment and control. Student performance on a quiz at the end of each treatment period provided the data for comparison using an analysis of variance model with covariates.



Results



Findings from year 1 showed that there was no significant difference using either rapid-feedback method. In year 2 we found a significant and positive effect when students received feedback.



Conclusions



This is a noteworthy finding, albeit within the constraints of the environment in which we conducted the study, that provides more evidence for the value of rapid feedback and the currently popular “clickers” that many professors are employing to promote classroom interaction and student engagement.

/pdf/classes-that-click-fast-rich-feedback-to-enhance-student-ywzzm394t2.pdf

Classes That Click: Fast, Rich Feedback to Enhance Student Learning and Satisfaction

Calls for educational reform emphasize the need for students to develop a capacity for lifelong learning. Lifelong learners may becharacterized as curious, motivated, reflective, analytical, persistent, flexible, and independent—traits that are critical for success intoday’s globalized economy. Stakeholders in engineering education recognize that students’ development of the capacity for lifelonglearning is vital for their success and that instructors play a critical role in influencing such outcomes. However, there is a criticallack of research in this area. This research investigates how instructor choices of active learning pedagogies affect student outcomesrelated to their development as lifelong learners at four institutions. We measure student self-regulated learning (SRL) in responseto a range of active learning pedagogies and suggest that SRL is a proxy for lifelong learning in the context of the formalclassroom. We consider the research question ‘In what ways do pedagogical choices made by engineering instructors assist studentsto develop attitudes and behaviors associated with self-regulated learners?’ The results of this mixed-method design suggest thatstudents’ development as self-regulated learners involves a complex interplay between many factors that are influenced by facultychoices in the course design.

John Chen

Papers

Self-regulation and autonomy in problem- and project-based learning environments:

The sources of heat generation in vibrothermography

Classes That Click: Fast, Rich Feedback to Enhance Student Learning and Satisfaction

The Effect of Different Active Learning Environments on Student Outcomes Related to Lifelong Learning

Cambridge Handbook of Engineering Education Research: Curriculum Design in the Middle Years