Wade H. Goodridge

Self-Regulated Learning Skills and Online Activities between Higher and Lower Performers on a Web-Intensive Undergraduate Engineering Course.

The objective of this study was to evaluate students’ self-regulated learning (SRL) skills used in a Web-intensive learning environment. The research question guiding the study was: How did the use of student SRL skills and student engagement in online activities compare between higherand lower-performing students participating in a Web-intensive engineering course? Specific focus was given to exploring how higherand lower-performing students’ forethought, performance control, and self-reflection as well as how their online activities differed. In this study, a Web-intensive course was defined as a unique online learning environment where lectures are broadcasted through Web conferencing software while students participate in the lectures from a computer laboratory, facilitated by teaching assistants. Fifty-seven valid data sets were analyzed from questionnaire, data logs provided by a learning management system, ranking questions, and project performance. The findings suggest that higher performers outperformed lower performers significantly on goal setting. On the other hand, lower performers reported a significant higher score on task strategies than their higher-performing peers. Regarding students’ online activities, higher performers accessed all course materials Self-Regulated Learning Skills on a Web-Intensive Engineering Course 2 significantly more frequently than lower performers. Furthermore, when evaluating the promptness of assignment submission, the results found the higher performers showed that they were significantly more prompt than lower performers in submitting their assignments. This article also outlines suggestions for further research in the Web-intensive course.

Adaptive Comparative Judgment as a Tool for Assessing Open-ended Design Problems and Model Eliciting Activities

ABSTRACT We investigated the use of adaptive comparative judgment to evaluate the middle school student learning, engagement, and experience with the design process in an open-ended problem assigned in a technology and engineering education course. Our results indicate that the adaptive comparative judgment tool effectively facilitated the grading of the students’ products and improved the judges’ understanding of the processes the students used to arrive at their solutions. We found the reliability and validity of the tool to be acceptable and the outcomes of our study suggest that there is justification for the use of the adaptive comparative judgment method to assess student learning outcomes at multiple levels of Science, Technology, Engineering, and Math (STEM) education.

The usability and user experience evaluation of web-based online self-monitoring tool: Case study human-computer interaction course

To facilitate self-monitoring interventions developed by the Faculty of Computer Science, Universitas Indonesia, a web-based self-monitoring tool was created. This study aims to evaluate the tools usability and the user experience prior to its wide adoption. The User Experience Questionnaire and the System Usability Scale were used to evaluate the self-monitoring tool. The tool was used in a Human-Computer Interaction course during odd semesters and the evaluations were taken by the participants of the course. The evaluation results were beneficial to determine whether the user experience needs to be enhanced or improved.

Entrepreneurial curriculum in an Engineering Technical Communication course: Looking for impact on creativity and mindset

This work in progress initiated an investigation into an intervention focused on entrepreneurial training that was implemented in the delivery of a “Technical Communication for Engineers” course at a western research university. The course was delivered through multiple separate sections and was taught by two instructors using the same curriculum. The control-group approach utilized an established method to help engineers and computer scientists learn technical communication by writing a technical proposal as a team. The treatment-group approach included providing entrepreneurial training and consulting through lectures and one-on-one consultations provided by student consultants from the universitys Entrepreneurship Club. Student consultants were trained in Glausers NERCM principles for business consulting. The impact measurement of the intervention focuses on the results of students taking the Abbreviated Torrance Test for Adults (ATTA) creativity assessment and Dwecks growth-vs-fixed Mindset survey. Lagged regression in quasi-experimental statistics will be utilized to compare results from a pre- and post-delivery of the test instruments taken before the entrepreneurial lectures begin and then again at the end of the course. Random selection of students from a convenience sample with an opt-out enrollment process was utilized. Additionally, a task value survey and an entrepreneurial intent survey were given to the students to develop an understanding of their views of this teaching method based upon the perceived value of the course.

Interaction Design Evaluation and Improvement of Beling.co: An Online Basic Programming Learning Website

Beling.co is an e-Learning website which has an objective to facilitate learning basic programming for Indonesian teenagers in a fun way. However, verification research to test whether Beling.co has achieved this objective is still warranted. Therefore, this research proposes to evaluate and improve the interactive capabilities and design of Beling.co. This research involved 23 high school students in Depok city, West Java, Indonesia. Three evaluation techniques were used in the study including expert evaluation, usability testing, and a desirability toolkit. The research concluded that Beling.co has a simple interactive design and is capable of motivating users to learn programming. The research reveals requirements needed to improve the interactive design of Beling.co.