Billy L. Crynes

Distributive Learning in Introductory Chemical Engineering: University Students' Learning, Motivation, and Attitudes Using a CD-ROM

This article reports a study in which student performance and approaches to study ina CD-ROM version of a chemical engineering course were examined. The study consists of three phases. The purpose of phase 1 was to evaluate of the efficacy of CD-ROM for this content and student population. Therefore, we compared the performance of students who participated in a traditional classroom offering with those who participated in the CD-ROM version. The results supported the soundness of the CD-ROM based instruction. In phase 2, we interviewed students who were successful and less successful in the course to examine any differences in the strategies they used for learning the content. Differences consistent with a surface versus deep approach to studying were found. Prior to the third phase, the CD-ROM and approaches to learning instrument were modified and then a new group of students was examined to determine the factors that contribute to success in the CD-ROM version. Results showed that deep cognitive engagement and motivation, defined in terms of goals and self-efficacy, were significant predictors of success uses two indices of course performance. The results suggest that although technology provides opportunities for learners to learn in increasingly independent environments, educators need to prepare students to learn independently using newer electronic technologies.

Lectrons or lectures - which is the best for whom?

The immediate goal of this study was to compare a section of 27 students learning by a CD-ROM-Web-self-paced method against a section of 52 students learning by the traditional lecture method. Statistical results are presented comparing achievement of learning objectives, motivation, learning styles, and student characteristics. The experimental students demonstrated strong self-paced learning attributes. Students electing the experimental section had a need for freedom in learning. There was no preference in learning styles between the two groups for the data that was statistically reliable (sensing, active and sequential styles). The experimental class was identically successful in achieving the learning objectives as the traditional class.

They already do it: common practices in primary education that engineering education should use

The authors intent in this paper is to summarize observations of practices used in lower elementary education that need be considered for use in engineering education on a broader basis. He does not propose that adult collegiate learners can be taught the same way as children learners in kindergarten and lower elementary school. Of course, great and significant differences exist in motivational drive, maturity of cognitive skills and extent of experience. However, all students of all ages are driven by certain incentives to learn: (1) basic interest or curiosity in a subject, the yet to be known; (2) fear of failure or of losing something; (3) rewards such as employment or salary increase or promotion; (4) to please others, like parents; (5) just for fun-like play, it is done for its own sake.

Stimulating development of technology based teaching/learning modules through a technical elective

It is generally agreed that computers coupled with multimedia technology offer great potential to improve engineering curriculum delivery. Faculty understand this but are deterred by the tremendous amount of time/work required to develop technology based course materials. ENGR 4510 is a course developed and used in the College of Engineering at the University of Oklahoma, USA, to assist faculty in technology-based courseware development by using student time, energy and talent. After three years, this course has proven very successful in improving the delivery of College of Engineering curricula by stimulating the production and use of multimedia technology for the teaching/learning environment.