Outcomes of Using an Infinitely Explorable Online Learning System

Franco Capaldi1, Devin R. Berg2 1Department of Civil Engineering, Merrimack College, North Andover, MA

2Engineering & Technology Department, University of Wisconsin – Stout, Menomonie, WI

ASEE Annual Conference 26 June 2013

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Students explore problems in a guided manner, promoting critical thinking

skills and knowledge retention.

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𝑀𝐴 = 1 𝑁 𝑚

𝑀𝐴 = 𝑟 × �⃗�

𝑀𝐴 = �⃗� d

Problems can be formulated to provide 3D exploration of realistic

situations.

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The software provides flexibility through interpretation of student input.

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For example, vector notation can be used to describe position, forces, etc.

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The software provides “word” descriptions of equations.

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𝑟𝐴/𝐷 = −25 𝑖 𝑖𝑖

“The position vector from point D to point A is equal to the negative of the scalar value 25 multiplied by the unit vector i with units of inches”.

becomes

Student answers can include explanatory text...

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… or figures such as free body diagrams.

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Effectiveness was evaluated through a preliminary study at Merrimack College

and UW-Stout.

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At Merrimack: Two classes -1 treatment (n=12) -1 control (n=7) Evaluated through semester using exams

At Stout: Two classes -1 treatment (n=21) -1 control (n=23) Evaluated using pre- and post-FCI

Student performance throughout semester was greater for treatment group.

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Section Initial Assessment

Midterm 1 Vectors, Forces

Midterm 2 Moments, Free body diagrams

Midterm 3 Moment of inertia, Centroids

Final Exam

Treatment Group (n=12)

𝟑𝟑 ± 𝟑𝟏 𝟖𝟏 ± 𝟑𝟏 𝟏𝟑 ± 𝟕 𝟖𝟖 ± 𝟑𝟏 𝟖𝟕 ± 𝟕

Control Group (n=7)

𝟑𝟑 ± 𝟑𝟏 𝟕𝟏 ± 𝟐𝟑 𝟕𝟑 ± 𝟑𝟑 𝟕𝟏 ± 𝟑𝟑 𝟖𝟐 ± 𝟑𝟏

Students learned to use the software more effectively with time.

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Homework 1 Homework 2 Homework 3

Percent of total answers which contained program

syntax errors

12% 41% 52%

Percent of non-syntax errors which were correct /

incorrect statements

83%/17% 46%/54% 21%/79%

Percent of correct answers which were required for

solution

93% 67% 53%

Percent of correct answers which were hypotheses 7% 33% 47%

The treatment group showed greater overall score improvement on FCI.

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Treatment (n=21) Control (n=23)

Students want intuitive input with fewer restrictions.

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… and they want the answers!

Handling of syntax errors was a significant concern during the semester.

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Student Entry Category

Σ𝐹𝑥 = 𝐹𝐴𝑥 + 12 𝑁 sin 27 𝑑𝑑𝑑 − 𝐹𝐹 Required for solution

∑𝐹𝑥 = 𝐹𝐴𝑥 + 12 [N sin(27 [deg]) – FB Program syntax error: ‘12 [N’.

𝑠𝑖𝑖 27 𝑑𝑑𝑑 = 0.454 Correct hypothesis:

∑𝐹𝑥 = 𝐹𝐴 + 5.448 𝑁 − 𝐹𝐹 Incorrect statement:

Room for improvement through…

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better handling of student input.

making use of student training.

an adaptive algorithm to enhance student interaction.

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3D interaction with problems was a popular feature

Things that worked well included…

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testing of intermediate steps for difficult problems.

3D exploration helped with vector and FBD problems.

better performance across a wider range of students.

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