Online Active Learning Modules to Address Longstanding Gaps in Engineering Education for Students At-Risk of Non-Persistence

ID: 54975 Type: Brief Paper
  1. Daniel Kelly, Texas Tech University, United States
  2. Aaron Clark, North Carolina State University, United States
  3. Jeremy Ernst, Embry-Riddle Aeronautical University, United States

Tuesday, June 25 3:50 PM-4:10 PM Location: Noord View on map

Presider: Qiyun Wang, NIE, Singapore

Abstract: As part of an ongoing multi-year collaborative research effort between three institutions, this study presents findings and analysis surrounding online active learning modules and their impacts on several factors related to persistence in engineering education. Using multiple datasets, we found that the use of active learning modules in an introductory engineering graphics course, closed a gap in several academic and non-cognitive factors in populations historically deemed at-risk in engineering education. Although limited to a single university, the results support that the inclusion of online active learning may address an important persistence gap long known to be a factor in academic success and persistence in engineering and engineering education. This paper presents some preliminary findings of this long-term study and represents a work-in-progress archive of what we have learned thus far in the development of these online active learning modules and to gather feedback as we further refine the materials and delivery model. The preliminary results have been encouraging and provide us with an excellent starting point to determine the most efficient delivery model and disseminate the platform and results of the research as widely as possible.

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