ABSTRACT
During the 2006–2007 academic year, five faculty members from the College of Engineering at Boise State University initiated a curriculum augmentation project using new instructional technologies with the intention to help improve undergraduate engineering students’ cognitive and affective preparedness for their classroom learning. The instructional technologies used in the project were a pre-instructional strategy and a self-paced e-learning method. The main question addressed in this project was: Will a pre-instructional e-learning strategy help engineering students cognitively and affectively prepare for their classroom learning? This paper is a report of the project, describing the analysis, design, and development of a multimedia e-learning module for an engineering curriculum, the implementation of the e-learning module as a pre-instructional strategy in two engineering courses, and the evaluation of the effectiveness of using the pre-instructional e-learning strategy on engineering students’ cognitive and affective preparedness for classroom learning. It also provides a list of lessons learned from the project.
Click for Full-Text PDF Article.
MULTIMEDIA
- Figure 1: Three domains of learning outcomes
- Figure 2: The triadic relationship among learners, curriculum design, and the learning environment
- E-learning module on ‘Mechanical Properties of Metals.’
- Figure 6: tensile test demonstration video
Seung Youn (Yonnie) Chyung
Department of Instructional & Performance Technology
Amy Moll
Department of Materials Science & Engineering
Brian Marx
Concurrent Technologies Corporation
Megan Frary
Department of Materials Science & Engineering
Janet Callahan
Department of Materials Science & Engineering