The use of classroom feedback systems to enable active learning in large engineering mechanics classes

Research output: Contribution to conferencePaper

Abstract

Many recent studies have demonstrated that concept tests followed by immediate feedback and peer discussion improves students' understanding of difficult concepts in science and engineering. These effects have been shown both in conventional classrooms and in wired classrooms where students respond to concept tests using a 'classroom communication system'. These systems enable interactive learning even with large numbers of students. Little is known, however, about how students experience this method of teaching and learning or about what contributes to their enhanced understanding. To explore this, and its implications for engineering teaching and learning, data is being collected from mechanical engineering students taking an introductory mechanics course using semi-structured interviews, minute papers, critical incident analysis, and questionnaires etc. Data on improvements in conceptual understanding are also being collected. The study examines differences in students' responses to, and experiences of three different peer discussion sequences and the contribution of different feedback methods (ie computergenerated, peer-generated and tutor-provided) to learning.
Original languageEnglish
Publication statusPublished - 10 Aug 2001
EventInternational Conference on Engineering Education 2001 - Oslo/Bergen, Norway
Duration: 6 Aug 200110 Aug 2001
http://www.ineer.org/Events/Icee2001/index.htm

Conference

ConferenceInternational Conference on Engineering Education 2001
Abbreviated titleICEE 2001
CountryNorway
CityOslo/Bergen
Period6/08/0110/08/01
Internet address

Fingerprint

mechanic
Mechanics
Students
engineering
Feedback
classroom
learning
student
Teaching
mechanical engineering
Mechanical engineering
tutor
communication system
Learning systems
Problem-Based Learning
incident
Communication systems
experience
science

Keywords

  • Socratic Dialogue
  • Classroom FeedbackSystems
  • MechanicsBACKGROUND

Cite this

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title = "The use of classroom feedback systems to enable active learning in large engineering mechanics classes",
abstract = "Many recent studies have demonstrated that concept tests followed by immediate feedback and peer discussion improves students' understanding of difficult concepts in science and engineering. These effects have been shown both in conventional classrooms and in wired classrooms where students respond to concept tests using a 'classroom communication system'. These systems enable interactive learning even with large numbers of students. Little is known, however, about how students experience this method of teaching and learning or about what contributes to their enhanced understanding. To explore this, and its implications for engineering teaching and learning, data is being collected from mechanical engineering students taking an introductory mechanics course using semi-structured interviews, minute papers, critical incident analysis, and questionnaires etc. Data on improvements in conceptual understanding are also being collected. The study examines differences in students' responses to, and experiences of three different peer discussion sequences and the contribution of different feedback methods (ie computergenerated, peer-generated and tutor-provided) to learning.",
keywords = "Socratic Dialogue, Classroom FeedbackSystems, MechanicsBACKGROUND",
author = "J.T. Boyle and R. Hamilton and W.M. Dempster and D.J. Nicol",
year = "2001",
month = "8",
day = "10",
language = "English",
note = "International Conference on Engineering Education 2001, ICEE 2001 ; Conference date: 06-08-2001 Through 10-08-2001",
url = "http://www.ineer.org/Events/Icee2001/index.htm",

}

Boyle, JT, Hamilton, R, Dempster, WM & Nicol, DJ 2001, 'The use of classroom feedback systems to enable active learning in large engineering mechanics classes' Paper presented at International Conference on Engineering Education 2001, Oslo/Bergen, Norway, 6/08/01 - 10/08/01, .

The use of classroom feedback systems to enable active learning in large engineering mechanics classes. / Boyle, J.T.; Hamilton, R.; Dempster, W.M.; Nicol, D.J.

2001. Paper presented at International Conference on Engineering Education 2001, Oslo/Bergen, Norway.

Research output: Contribution to conferencePaper

TY - CONF

T1 - The use of classroom feedback systems to enable active learning in large engineering mechanics classes

AU - Boyle, J.T.

AU - Hamilton, R.

AU - Dempster, W.M.

AU - Nicol, D.J.

PY - 2001/8/10

Y1 - 2001/8/10

N2 - Many recent studies have demonstrated that concept tests followed by immediate feedback and peer discussion improves students' understanding of difficult concepts in science and engineering. These effects have been shown both in conventional classrooms and in wired classrooms where students respond to concept tests using a 'classroom communication system'. These systems enable interactive learning even with large numbers of students. Little is known, however, about how students experience this method of teaching and learning or about what contributes to their enhanced understanding. To explore this, and its implications for engineering teaching and learning, data is being collected from mechanical engineering students taking an introductory mechanics course using semi-structured interviews, minute papers, critical incident analysis, and questionnaires etc. Data on improvements in conceptual understanding are also being collected. The study examines differences in students' responses to, and experiences of three different peer discussion sequences and the contribution of different feedback methods (ie computergenerated, peer-generated and tutor-provided) to learning.

AB - Many recent studies have demonstrated that concept tests followed by immediate feedback and peer discussion improves students' understanding of difficult concepts in science and engineering. These effects have been shown both in conventional classrooms and in wired classrooms where students respond to concept tests using a 'classroom communication system'. These systems enable interactive learning even with large numbers of students. Little is known, however, about how students experience this method of teaching and learning or about what contributes to their enhanced understanding. To explore this, and its implications for engineering teaching and learning, data is being collected from mechanical engineering students taking an introductory mechanics course using semi-structured interviews, minute papers, critical incident analysis, and questionnaires etc. Data on improvements in conceptual understanding are also being collected. The study examines differences in students' responses to, and experiences of three different peer discussion sequences and the contribution of different feedback methods (ie computergenerated, peer-generated and tutor-provided) to learning.

KW - Socratic Dialogue

KW - Classroom FeedbackSystems

KW - MechanicsBACKGROUND

UR - http://www.nich.dgtu.donetsk.ua/konf/konf1/445.pdf

M3 - Paper

ER -

Boyle JT, Hamilton R, Dempster WM, Nicol DJ. The use of classroom feedback systems to enable active learning in large engineering mechanics classes. 2001. Paper presented at International Conference on Engineering Education 2001, Oslo/Bergen, Norway.