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Using Interactive and Online Tools in a Freshman-Level Engineering Course

This project aims to integrate technology into a freshman-level electrical and computer engineering course to cater to students with diverse learning backgrounds. By employing interactive tools and online resources, such as a Personal Response System (PRS) and WebCT, the goal is to promote engagement and active learning. Students will benefit from various instructional methods, including online tutorials, practice problems, and message boards for collaborative learning. This approach not only improves comprehension but also prepares students for advanced studies in engineering.

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Using Interactive and Online Tools in a Freshman-Level Engineering Course

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  1. Using Interactive and Online Tools in a Freshman-Level Engineering Course Amy de Jongh Curry Technology Fellowship Program Project umdrive.memphis.edu/g-tfp/www

  2. Goal Statement • Incorporate technology into a freshman-level introductory course in engineering to… • engage and enable our students with different types of learning backgrounds • provide online resources for students that need further instruction

  3. Project Context and Rationale • The course… • freshman-level, introductory course for electrical and computer engineering (EECE) • required for all EECE majors • The students… • variety of educational backgrounds • College Algebra to Calculus III • various levels of experience in using spreadsheet and graphing tools, such as Excel • How can I engage and enable the students? • Use interactive tools during classroom lectures • Use web resources for learning outside the classroom

  4. Action Plan • Personal Response System (PRS) • Uses infrared wireless transmitters assigned to each student • Records answers of each student to questions posed during class • Encourages active learning during classroom lectures • WebCT • Post practice problems, PowerPoint lectures, assignments • Generate message board discussions for student-initiated solutions • Voluntary exercise • Element K • Online tutorials for Excel • Voluntary exercise • cbt.memphis.edu • Assessment • Administered online survey through WebCT • Tracked usage of WebCT message board

  5. ~M1 ~M2 ~M3 ~M4 ~M5 ~M6 ~M7 ~M8 ~M10 ~M9 ~M11 ~M12 ~M13 ~M14 ~M15 ~M16 ~M17 ~M18 ~M20 ~M19 ~M21 ~M22 PRS Example Calculate the resistance of a light bulb rated at 100 W when connected to a 110 V source. 1 = 1.21 W 2 = 121 W 3 = 11 W 4 = 1.1 W

  6. Course SurveyPRS & WebCT Strongly Agree---------------------------Strongly Disagree

  7. Course SurveyWebCT & ElementK

  8. Assessment Summary • PRS system • good use of class time (81%) • students pay closer attention in class (85%) • WebCT • not a substitute for attending class (85%) • practice problems used occasionally (44%) or always (22%) • power point lectures used occasionally (41%) or often (30%) • few students used the message board (4 out of 41) • ElementK • 63% never logged on • 22% used it once or twice

  9. Discussion • PRS is effective tool to stimulate active learning • WebCT practice problems useful • WebCT message boards rarely used • ElementK rarely used to learn Excel • not required exercises, so students may not have perceived them to be useful

  10. Next Steps • Continue with PRS • WebCT • Use/develop interactive online tools to provide immediate feedback during problem solving • WebCT quizz tool • ElementK • Require tutorial usage • Use Excel tutorial as assessment of student skills

  11. Benefits of the TFP Program • Networking resource • Learned about experiences of other TFP faculty using technology in the classroom • Training resources and structured program • Accelerated my use of instructional technologies

  12. Thanks • Janna Robertson • Joanne Gikas • Sandy Schaeffer • ALC staff • TFP faculty

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