Literaturnachweis - Detailanzeige
| Autor/in | Wettstein, Stephanie G. |
|---|---|
| Titel | Self-Paced, Active Problem-Solving Using Immediate Feedback (IF-AT; Scratch-Off) Forms in Large Classes |
| Quelle | In: Advances in Engineering Education, 6 (2018) 3, (18 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1941-1766 |
| Schlagwörter | Pacing; Independent Study; Active Learning; Problem Solving; Feedback (Response); Audience Response Systems; Large Group Instruction; Undergraduate Students; Cooperative Learning; Misconceptions; Error Correction; Engineering Education; Multiple Choice Tests; Scores; Comparative Analysis; Outcomes of Education; Surveys; Montana |
| Abstract | In-class example problems that students work out on their own using active problem-solving are typically well received and help the students better learn the material; however, they are difficult to enact in large classes with limited resources due to the number of questions received and the speed at which different students work through the problem. In a Junior-level mass transfer unit operations course, immediate feedback (IF-AT) forms were used to allow groups of four students to self-pace through in-class problems. The immediate feedback forms allowed students to check their progress, use cooperative learning to resolve their misconceptions, and ask the instructor questions only when truly stuck. In a class of 100 students, with one instructor and one teaching assistant, two problems were worked through, once in week 5 and the other in week 13, using the immediate feedback forms. Student and instructor feedback was highly positive. (As Provided). |
| Anmerkungen | American Society for Engineering Education. 1818 N Street NW, Washington, DC 20036. Tel: 412-624-6815; Fax: 412-624-1108; Web site: http://advances.asee.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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