TY - JOUR
T1 - Board 341
T2 - 2023 ASEE Annual Conference and Exposition - The Harbor of Engineering: Education for 130 Years, ASEE 2023
AU - Pakala, Krishna
AU - Bakic, Maeve
AU - Bairaktarova, Diana
AU - Bose, Devshikha
N1 - Pakala, Krishna; Bakic, Maeve; Bairaktarova, Diana; and Bose, Devshikha. (2023). "Board 341: Mobile Learning in STEM: A Case Study in an Undergraduate Engineering Course". In 2023 ASEE Annual Conference & Exposition Proceedings (doc no. 37195). ASEE Conferences. https://doi.org/10.18260/1-2--42961
PY - 2023/6/25
Y1 - 2023/6/25
N2 - Student-centered educational system is needed for better educational outcomes. Technology enabled pedagogy has helped immensely during the pandemic times when rapid transition to remote learning was essential. This poster reports findings on year one of a two-year research study to utilize mobile technologies and a technology-enhanced curriculum to improve student engagement and learning in STEM undergraduate courses. This poster describes a quasi-experimental mixed methods study on implementing mobile devices (iPad and Pencil) and a technology-enhanced curriculum in an undergraduate thermal-fluids engineering course, a foundational engineering class. The technology-enabled curriculum was fully integrated in the thermal-fluids course to deliver content and to facilitate student engagement with the content, instructor, and fellow students. This approach leveraged the social-constructivist learning theory - a connected community of learners with classroom peers and co-construction of knowledge where the instructor’s role is that of a subject matter expert who facilitates learning. To examine the impact of mobile devices on student learning, in this two-year study (year one fall 2021 - spring 2022), the following research questions were addressed, hypothesizing improvements in the areas of engagement, enhancement of learning outcomes, and extension of learning to real-life engineering scenarios: (1) Does mobile device use facilitate engagement in thermal-fluid science course content? (Engagement), (2) Does mobile device use increase learning of identified difficult concepts in thermal-fluid science courses as indicated by increased achievement scores? (Enhancement) and (3) What are student perceptions of using mobile devices for solving real-life problems? This poster will provide an overview of the research plan and describe some preliminary research efforts based on year 1 of the project efforts. This work is supported by the NSF: Research Initiation in Engineering Formation (RIEF).
AB - Student-centered educational system is needed for better educational outcomes. Technology enabled pedagogy has helped immensely during the pandemic times when rapid transition to remote learning was essential. This poster reports findings on year one of a two-year research study to utilize mobile technologies and a technology-enhanced curriculum to improve student engagement and learning in STEM undergraduate courses. This poster describes a quasi-experimental mixed methods study on implementing mobile devices (iPad and Pencil) and a technology-enhanced curriculum in an undergraduate thermal-fluids engineering course, a foundational engineering class. The technology-enabled curriculum was fully integrated in the thermal-fluids course to deliver content and to facilitate student engagement with the content, instructor, and fellow students. This approach leveraged the social-constructivist learning theory - a connected community of learners with classroom peers and co-construction of knowledge where the instructor’s role is that of a subject matter expert who facilitates learning. To examine the impact of mobile devices on student learning, in this two-year study (year one fall 2021 - spring 2022), the following research questions were addressed, hypothesizing improvements in the areas of engagement, enhancement of learning outcomes, and extension of learning to real-life engineering scenarios: (1) Does mobile device use facilitate engagement in thermal-fluid science course content? (Engagement), (2) Does mobile device use increase learning of identified difficult concepts in thermal-fluid science courses as indicated by increased achievement scores? (Enhancement) and (3) What are student perceptions of using mobile devices for solving real-life problems? This poster will provide an overview of the research plan and describe some preliminary research efforts based on year 1 of the project efforts. This work is supported by the NSF: Research Initiation in Engineering Formation (RIEF).
UR - https://www.scopus.com/pages/publications/85172080200
U2 - 10.18260/1-2--42961
DO - 10.18260/1-2--42961
M3 - Conference article
JO - ASEE Annual Conference and Exposition, Conference Proceedings
JF - ASEE Annual Conference and Exposition, Conference Proceedings
Y2 - 25 June 2023 through 28 June 2023
ER -