Are Resource-Usage Patterns Related to Achievement? A Study of an Active, Blended, and Collaborative Learning Environment for Undergraduate Engineering Courses

Autor/inn/en	Stites, Nick A.; Berger, Edward; DeBoer, Jennifer; Rhoads, Jeffrey F.
Titel	Are Resource-Usage Patterns Related to Achievement? A Study of an Active, Blended, and Collaborative Learning Environment for Undergraduate Engineering Courses
Quelle	In: European Journal of Engineering Education, 46 (2021) 3, S.416-440 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Berger, Edward) ORCID (DeBoer, Jennifer) ORCID (Rhoads, Jeffrey F.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2020.1783208
Schlagwörter	Blended Learning; Cooperative Learning; Teaching Methods; Engineering Education; Instructional Innovation; Outcomes of Education; Grades (Scholastic); Problem Solving; Tests; Scores; Undergraduate Students; Academic Achievement; Correlation; Educational Resources; Student Behavior; Active Learning; Help Seeking; Student Attitudes; Metacognition + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Ingenieurausbildung; Educational Innovation; Bildungsinnovation; Lernleistung; Schulerfolg; Notenspiegel; Problemlösen; Examination; Prüfung; Examen; Schulleistung; Korrelation; Bildungsmittel; Student behaviour; Schülerverhalten; Aktives Lernen; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition
Abstract	Pedagogical innovations continue to be developed and adopted in engineering education, but how these pedagogical innovations affect the students' experiences and learning outcomes is not fully understood. This study investigates the extent to which a student's resource-usage pattern relates to their course grade, scores on problem-solving exam questions, and scores on conceptual exam questions in a resource-rich undergraduate dynamics course. The regression analysis indicates that on average a student's resource-usage pattern is not predictive of their achievement, but it also identifies one individual resource-usage pattern that is associated with higher achievement and one pattern that is associated with lower achievement. Based on the resource-usage behaviours of the students exhibiting these two patterns, general resource-usage suggestions for all of the students in the course are developed. This research illustrates the power of investigating the experiences and achievements of specific subgroups of students, not just those of the stereotypical or average student. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01