Implementing and Assessing Computer-Based Active
Learning Materials In Introductory Thermodynamics
Edward E. Anderson1, Roman Taraban2,
and M.P. Sharma3
1Department of Mechanical Engineering
2Department of Psychology
Texas Tech University
Lubbock, TX 79409
3Department of Chemical Engineering
University of Wyoming
Laramie, WY 82071-3295
Students
learn and retain more as they become increasingly engaged with instructional
materials. We describe active-learning teaching methods that we used to
develop computer-based instruction modules for introductory thermodynamics. These methods, which can be generalized to
other topics in engineering, include the use of interactive exercises,
immediate feedback, graphical modeling, physical world simulation, and
exploration. Ongoing assessment of the effectiveness of these materials has
been carried out in parallel with development, in part, to assure that students
have access to the required technology and sufficient time outside of class to
use the materials. The assessment data
include behavioral and cognitive variables that were used to examine the
usability and impact of the computer modules.
I. INTRODUCTION
It is well known
that students learn and retain more as they become more engaged with
instructional materials. Reisman and
Carr [1] concluded that students learn 20% of the material taught by hearing,
40% by seeing and hearing, and 75% by seeing, hearing, and doing. Well-designed computer-based-instruction
(CBI) modules offer the possibility of achieving the 75% goal through
multi-media presentation formats and student interactions. Attitudes towards interactive materials have
been positive. Renshaw et al. [2], for
instance, stated that “students unanimously preferred modules that incorporated
animations and interactive design tools.”
Others [2 - 7] have reported similar findings in several engineering
fields and topics. We believe that a
current challenge in engineering education is to develop active learning
exercises that are simple, relate to the learner’s experience level, and that
can be incorporated into and synchronized with other teaching pedagogies. The materials need to be structured so that
learners can proceed at their own pace, receive appropriate feedback and
coaching, and can review as often as necessary to achieve mastery.
A related challenge is to assure
that instructional materials are useable, and that they make a difference in
learning. There are several reasons why assessment must be part of the
development of new materials and pedagogical methods. As teachers are well aware, there are broad differences in
background knowledge, ability, and interests in the students who register for
their courses. Teachers, as well,
incorporate a broad range of practices into course development and
delivery. Finally, there is no
“science” of teaching that can guarantee definite results. Therefore, it is imprudent to assume that
instructional modules, labs, and other materials will help students learn
simply because the teacher has made the materials available to students.
The first part of this paper
presents and discusses several kinds of interactions and exercises that have
been integrated with a complete CBI system and textbook [8] covering the topics
listed in Table 1. These include
·
content pages with narrative voice-overs and clickable figures and
animations
·
interactive questions
·
short-response interactions
·
coaching interactions
·
and experimental simulations.
The examples that
are presented were taken from the Introduction to Thermodynamics course that is
taught to almost every engineering and technology student. This course is particularly challenging
because it is normally taught without a laboratory experience. It also contains many physical concepts that
are unfamiliar to students. Most of these
are easily observed with simple experiments that can be simulated by a computer. Therefore, this course is well suited to the
use of active learning techniques that are integrated with the static elements
of the course.
·
Basic properties: pressure, temperature, density, internal energy, entropy,
and enthalpy
·
Equations of state, specific heats, phase conversion, and tables of
properties
·
Thermodynamic systems, process, work, and heat concepts
·
Conservation of energy for closed, steady-state, and transient systems
·
Second law of thermodynamics, entropy, and the consequences of the second law
·
Exergy and entropy concepts, and balances
·
Application of the thermodynamic principles to basic
reciprocating-piston engines, gas turbines, electrical power generation,
refrigerators, and heat pumps
Table
1 – Introduction to Thermodynamics Topics Covered in CBI Modules
The second part of the paper
outlines the multi-faceted approach that we are using to assess the usability,
quality, and impact of these materials on student learning at Texas Tech
University (TTU) and the University of Wyoming (UWyo). These include
·
assessment of the technological needs and challenges posed to students
using the materials
·
estimating the amount of time students spend on the supplemental
materials in the context of the time spent on the course in general
·
detailed analysis of how students navigate through the computer-based
materials
·
detailed analysis of how students think about the concepts and the
media
·
and the impact of using these materials on mastery of the course
material.
Measurement of the impact of CBI on
knowledge gained provides a gauge that developers can use to improve or discard
marginal exercises and retain successful ones.
Measuring the changes in the knowledge states of students should
ultimately allow us to assist those who begin a course with varying and perhaps
inadequate knowledge backgrounds, who interrupt or modify course sequences, or
who short-circuit or perform poorly in prerequisite courses. Finally, it is important to assist students
in the transition from low-risk, low-investment learners to self-paced, lifelong
learners. To achieve this, it is necessary to develop the means and methods to
measure these changes and to tailor learning materials to contribute to the
accomplishment of this goal.
II. ACTIVE LEARNING EXAMPLES
A. Content
Pages with Narrative Voice-Overs and Clickable Figures and Animations
Approximately two-thirds of the instructional material consists of text
and graphics pages with audio voice-overs.
These are designed to present the material in a succinct and compact
form for the learner. A typical screen
of this type is presented in Figure 1.
Figure 1 – Typical Content Page
Many of these
screens contain cursor-over pop-ups to display additional graphics or
information about the topic. For example, dragging the cursor over the
turbine building of Figure 1 causes an interior view of the turbine floor to
appear. All screens contain an “additional
information” button which when clicked causes additional textual information to
appear. The purpose of this feature is
to address the learning needs of those students who need to explore the topic more
deeply deeper
than is possible throughdone by the
initial narrative and displayed information.
Many of these pop-ups also contain links to additional web pages that go
even deeper into the topic. This
layering of depth of topic coverage is provided to allow the users to explore
each topic to the extentdepth they feel is sufficient to reach their
learning goals.
B. Interactive
Questions
The simplest
active learning exercise to implement in a CBI module is the interactive
question that usually takes the form of a multiple-choice or short-answer
question. Both of these formats are
easily graded and immediate feedback based upon the user’s answer is readily
programmed into the module. They also
serve to interrupt passive learning, which occurs as students read static text
or listen to lectures. This
interruption resets the student learning effectiveness to a higher level [9, 10]
thereby improving mastery and retention of the material.
An example of this type of
active exercise is shown in Figure 2.2. This particular exercise was taken from one
of the modules developed for this project.
This exercise is basically a multiple-choice question which is to be
answered by dragging the equation for the volume of an object onto the correct
object, which in this example is the triangular prism. This exercise appears following a brief
lecture on extensive and intensive properties, and the system volume
property. Its purpose is twofold: to
reinforce the concept of volume as an extensive property and to remind students
that they are responsible for knowledge acquired in previous courses. If the student drags the equation onto the
wrong figure, the equation returns to its original position as a visual means
of coaching the student.
Figure 22 – Multiple Choice Interaction
Example
This particular example
follows three screens of popup text synchronized with an audio voice-over. These screens are included with the
interactive version of this paper. Although
the placing of exercises such as this is subject to the material being taught
and the objectives of that material, their purpose is defeated if they are too
infrequent. It is suggested that they
be placed no more than 2-4 screens apart to keep students actively engaged with
the material.
C. Short Response
Interactions
Short-response
interactions are also known as short-answer questions when the student enters
text to answer a question. Engineering
and the physical sciences often don’t use text as a short response, but rather
use digits, symbols, or equations for the short answer. These forms of input can be cumbersome in
view of the limitations of the computer keyboard. An alternative means of executing a short response input is
presented in Figure 3.3.
This exercise begins by presenting the textual material shown on the
left-hand-side of the screen, which summarizes the definition of pressure. The user is then asked to determine the
amount of weight that must be placed upon the piston to generate a certain
pressure in the piston-cylinder contents.
The target pressure is a randomly generated number and users are expected
to do an off-line calculation to determine the required weight. The user then proceeds to drag weights onto
the piston until the proper amount of weight has been added to achieve the
desired pressure. Each time a new
weight is added to the piston, the pressure gauge indicates the new pressure.
Figure 33 – Short
Response Interaction Example
This rather simple exercise
demonstrates many of the features found in well-designed CBI learning
modules. It states the objective,
engages the user, allows the user to explore and discover, correlates the
information with other sources, provides feedback, may require iteration, and
takes advantage of the features found in CBI that are not available in static
media. As with the proceeding example, this exercise follows a brief lecture on
pressure, which is included with the interactive version of this paper.
D. Coaching
Interactions
Student
coaching interactions actively engage students in the learning process and
allow them to discover knowledge and thereby retain that knowledge. Although coaching is most commonly used with
exercises that provide feedback when the student completes the exercise, it can
be accomplished in other ways.
Figure 44 – Coaching Interaction Example
An example of an alternate
application of coaching in this project is shown in Figure 4.4. This application encourages the student to
explore the various terms of the equation on the right-hand-side of the screen
by dragging the cursor over the terms.
Once the cursor is over a specific equation term, a coaching message,
like that shown in Figure 44, appears. The first law of thermodynamics has been thoroughly discussed
using pop-up text synchronized with voice-overs in the screens preceding this
exercise, as demonstrated in the interactive form of this paper. These coaching messages then serve to
reinforce the previous presentations.
In addition to repeating the
information and reinforcing it, these coaching messages serve to engage the
visual learner rather than the audio learner who was engaged during the preceding
screens. One of the principal benefits
of CBI is that it can accommodate many different learning styles. Instructional developers should always take
advantage of this benefit and use it to actively engage the various learning
styles.
E. Experimental
Simulations
Another method
of actively engaging students with the material is to have them perform
simulations of physical experiments.
The simulation shown in Figure 55
demonstrates liquid-vapor phase conversion as a substance undergoes a constant
pressure heating process. During this
conversion experiment, temperature-time and volume-time data are recorded and
plotted. The initial screen for this simulation
is presented in Figure 5.5.
Figure 55 – Experimental Simulation
Interaction Example
The experiment is performed
in the piston-cylinder device shown in Figure 5.5. As heat is transferred from the flames to
the water in the piston-cylinder device, students can observe the relative
amount of liquid and vapor, the total volume of the liquid-vapor mixture, the
temperature of this mixture, and a plot recording the system volume as time
passes. This plot is synchronized with
the location of the piston. Students
run this experiment at three different pressures by clicking on the appropriate
buttons. The final results of this
experiment are shown in the data plot of Figure 55.
Although students in
introductory thermodynamics courses have a general concept of phases—basically,
solid, liquid, and gaseous—they don’t have the depth of understanding of phases
required for thermodynamic analysis.
Phase conversion and the effect of the pressure upon the conversion is a
difficult concept to grasp from static descriptive materials. Historically, this concept was experienced
in laboratory experiments or physical demonstrations, typically in chemistry or
physics lectures. For the most part,
this is no longer done.
This simulation may actually
be preferred to a similar physical experiment.
In the laboratory, it is difficult to physically create equilibrium,
heat transfer and transient effects make it difficult to observe the points of
volume-time slope discontinuity, transparent cylinders typically fog up,
thereby limiting the visibility of the process, and students lose learning time
as they are trained in the operation of the equipment.
Figure 66 –
Experimental Simulation Conclusion Screen
The screen immediately
following Figure 55 is shown in Figure 6.6. The purpose of this screen is to begin the
development of the concept of phase diagrams.
The concept of a saturation line and of areas bounded by saturation
lines representing the states at which different phases of the fluid occur are
demonstrated in this screen. An audio
voice-over that presents an additional explanation of the concepts shown in
this figure accompanies this screen.
The volume-time behavior of this experiment
is the second in the set of experiments performed by the student. The results of both experiments are then
used to develop the pressure-specific volume state diagram by cross-plotting
the results. Student comments have indicated
that they have a better appreciation of the pressure-specific volume-state
diagram and its application to state determination and analysis as a result of
these virtual experiments.
III.
ASSESSMENT METHODS
A. Availability and Usability of Technology
As we began
introducing the CBI materials into the thermodynamics courses in the form of a
CD-ROM, we addressed student preparedness for these
materials through the use of questionnaires [11]. A large percentage of the students indicated that they owned computers
with Internet access (TTU - 85% and UWyo - 78%). An even larger percentage claimed to own computers with CD-ROM drives
(TTU - 92% and UWyo -87%). When asked
to rate their computer
skills, many, but not all students, rated their skills as high (TTU: high - 58%,
medium - 42%, and low - 0%; UWyo: high - 57%, medium - 39%, low - 4%). Students were also asked if they had used CD-ROM-based
instruction in other classes. Only
about half the students had been exposed to this form of instruction (TTU: 54%;
UWyo: 44%). Generally, these
percentages were encouraging, but cumulatively, they indicated several
potential sources of difficulty that students could face in accessing and using
the CD-ROM resources that we were implementing in these classes. Some of these problems could be addressed by
directing students to university facilities, but others had to be addressed
directly by the instructors when revising and delivering the course materials.
At the University of Wyoming, the questionnaire data
were supplemented by structured personal interviews at the end of the course [12]. Early on, up to 80% of the students
indicated that they had technical problems with the CD-ROMs. Students also suggested that the
frustrations generated by technical difficulties tended to make the CD-ROM less
relevant to meeting the goals of the course. Our findings are consistent with
others who have observed the impact of technology failures upon user
satisfaction and perception of value [13].
The interview data were important early in development in focusing
attention on the technical difficulties, albeit sometimes minor, that
discouraged students from using the materials.
B. Time Students Allocated to Learning Resources
A second set of
measures that we used in implementing the CD-ROM materials consisted of
estimates of the amount of time students spent on course materials [14]. The rationale for an interest in knowing
about all of the students’ study activities was the recognition that the CBI
materials that we developed were part of a larger picture, and that some
understanding of typical student study behaviors was necessary in order to
understand how the CBI materials might fit into the curriculum as a whole. Through daily logs, which students used to keep a record of behaviors
associated with the thermodynamics classes, we learned that the mean class
attendance per week was 2.07 hours [standard deviation (SD) = 1.05], and mean study time was
6.91 hours [standard
deviation (SD = 3.96), the latter exceeding the standard
expectation of two hours of study outside of class for each credit hour
(Introduction to Thermodynamics is a three-credit course). The dominant activities were attending
lectures and doing textbook homework problems, accounting for nearly half of
the total time spent by students on this
course. In a sample of 211 students, over
a span of three semesters, the average time spent using the CD-ROM materials
was 0.23 hours (SD = 0.63) – i.e., less than 15 minutes per week! These data showed that students allocated a
significant amount of time to this course, and that increasing the levels of students’
engagement with CBI materials would require adjusting other demands that were
being made of them, primarily assigned textbook problems.
C. Navigation Patterns Through the CD-ROM Modules
About two-thirds of the CD-ROM screens
consist of expository text. Nearly all screens begin with a narrative
voice-over. The other one-third of the
screens incorporates interactions that require the
student to respond in meaningful ways. In
two case studies [15], we examined the times that students spent on different
components of the CD-ROM materials, and how they proceeded through the
materials. This was accomplished through the use of audit trails [16], which are records of all the responses students
make as they work through CBI materials. By summarizing and analyzing the audit trails, we were able to
ascertain how students progressed through the CBI materials, click-by-click, page-by-page,
and chapter-by-chapter.
The results that are described next are based on a
sample of 31 students, which consists of 70% of the enrolled students in an
intact course. The students spent about
30% of their total screen times listening to the narrations. The remaining 70% of the time was spent
examining the text and figures and engaging the interactive elements. On average, students spent 31 seconds on
screens without interactive elements, 46 seconds on pages with interactive
elements, and 52 seconds on quiz pages.
Overall, these data indicated that students were using these materials
as the instructor intended. They
continued to explore and process the materials on the pages long after the
narration ended, and they devoted greater time to those pages that required
active interaction on their part.
Figure 7 provides a summary of students’ moves through
the CD-ROM screens. These results are typical of those from other cohorts of
students that we have tested. The
figure shows that after finishing a page, students typically went to the next
page (92.6%), using either the next page
button (76.0%) or by going through the Table of Contents (TOC) (16.6%) for that
section of the module. (Typically,
students went to the TOC when they reached the last page of a section.) Other
researchers have observed this linear usage pattern for other forms of CBI [16]. In ongoing research, we are striving to
determine the ways in which moving forward one page is an adaptive form of
navigation given the nature of the learning materials, students’ background
knowledge, students’ perceptions of the learning task, and students’ learning
goals, and to what extent it reflects limitations in the software or
metacognitive strategies of the user.
It is well known that
Figure 7 - Analysis of
User Navigational Patterns
successful college readers form specific
reading goals, and look back and jump forward while reading in order to achieve
those reading goals [17]. Because these are explicit and intentional behaviors
about cognitive processing, they are labeled meta-cognitive. Through the
selection and application of metacognitive strategies, the reader monitors and
guides comprehension. The navigation
patterns in our data did not indicate very much metacognitive processing
.
D. How Students Think About the Concepts and the
Media
In order to gain insight into students’ cognitive
processes as they worked through the CD-ROM materials, we collected “think
aloud” protocols [18] as student volunteers worked through portions of the
CD-ROM. In the think-aloud method,
students are asked simply to report what they are thinking as they process the
materials, without attempting to interpret or summarize the materials for the
experimenter, unless those interpretations or summaries are a natural part of
their thought processes. The data are
collected one person at a time, and are tape-recorded for later transcription. During data collection, the primary role of
the experimenter is to prompt the student regularly to continue to verbalize
his or her thoughts. Following the think-aloud session, participants completed
several open-ended and forced-choice questions.
The 20 participants in this study produced a total of
1327 verbalizations, at a rate of about 1.66 verbalizations per minute. Eighty-two percent of the comments that
participants made were about comprehending the text. Only 14% of the comments
expressed comprehension difficulty. The
relatively low proportion of comments expressing confusion indicated that the
materials were comprehensible. On the
other hand, the comments that were made consisted largely of a reiteration of
the content on the screen, either through reading the text out loud, or
describing or summarizing the text, narration, a graph, or interactive
element. These findings were consistent
with those of the linear navigation patternlearner described
earlier, and indicated a relatively low level of cognitive sophistication on
the part of these readers in terms of the metacognitive strategies that they
applied to understanding these science texts [18, 19]. Together, thethese findings
suggest that additional improvement in the impact of the CD-ROM may depend on increasing
the cognitive sophistication of the students using the materials.
In the open-ended questions, participants provided
some very specific suggestions for improving the software, including the
ability to turn the narration off, and including explanations for answers to
questions. In the rating task,
participants gave high ratings to several potential changes to the CD-ROM,
including providing a search function for the entire CD-ROM, and including a
subject index. Students responses to
these questions were consistent with the high percentage of
comprehension-related verbalizations described earlier, and indicated that
students were engaged with the materials and that they were active processors,
not passive processors.
E. The Impact the CD-ROM on Course Mastery
Whether course materials,
assignments, and other activities have an impact on student learning must become
a central concern in assessment. Students
have limited time for academics [20].
As educators, we must search for the means of making students’ use of
time efficient and productive.
In the research involving study logs [14] described
earlier, the five most frequently reported learning activities were attending
lecture, solving textbook problems, completing on-line homework problems,
reading the textbook, and using the CD-ROM.
In a sample of 61 students representing an intact class, the time that
students reported using the CD-ROM was positively correlated with the time
students spent using the other learning resources. CD-ROM times were also positively correlated with students’ test
average for the course. Due in part to
the small sample size, only the correlation of CD-ROM times and on-line
homework times was statistically significant.
In the future, we hope to confirm the general pattern of mutual support
in the use of learning resources (e.g., using the CD-ROM and the textbook), as well as the positive contribution of CD-ROM
use to course performance, as measured objectively by indicators like test
grades.
IV.
Conclusions
In
this paper we illustrated the application of active learning techniques to CBI
learning modules for a typical engineering Introduction to Thermodynamics
course. These techniques are but a small set of many possibilities, and the
final set of Introduction to Thermodynamics modules contains several
others. Interested readers may view
these at www7.tltlc.ttu.edu/thermotutoril.
The set presented in this paper was selected specifically to demonstrate
alternative ways of asking multiple-choice and short answer questions, because
many teachers feel that these formats are too restrictive for science and
engineering purposes. These interactive
questions, as well as clickable figures and animations, and narrative
voice-overs, are representative of the various tools that are available to contemporary
curriculum developers to engage students in their own learning processes.
We also described the ongoing application of a set of
complementary assessment methods that were applied to this project, consistent
with our assumption that simply developing good computer-based instructional
materials will not be sufficient in guaranteeing their usability and impact on
student learning. The data suggested
that most students were prepared to use computer-based instruction—i.e., they
had access to computers and were skilled in the use of computers—but even minor
technical problems were sufficiently frustrating to discourage students from
using the CD-ROM materials. The use of
audit trails indicated that, in general, students used the materials as
intended by the instructor, dwelling longer on those pages that required
student interactions. The audit trails furthered showed that these students
were linear learners in the context of using these materials. Other research has indicated that non-linear text processing patterns
typify expert college readers, thus the linear pattern raises some concern
about the metacognitive processing applied to comprehending the CD-ROM
materials. There was no evidence in an
independent set of data to indicate that students comprehendedwere comprehending
the material in a deep fashion, as would be indicated by more metacognitive
comments—e.g., raising questions, making predictions, constructing inferences,
and evaluating the content. In spite of
these limitations, correlations between time spent using the CD-ROM, the use of
other learning resources, and test performance, have been positive, in the data
reported here and elsewhere [15], indicating that the CD-ROM was a useful
learning resource for introductory thermodynamics students.
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Author
Biographies
EDWARD
E. ANDERSON
Edward
E. Anderson is Professor of Mechanical Engineering at Texas Tech University
where he is also the Associate Director of the University Teaching, Learning,
and Technology Center. His
responsibilities at the Center are to train and assist faculty throughout the
university in applying technology to their teaching. He received his Ph.D. degree from Purdue University. Recently, he has produced 7 CBI textbook
supplements covering topics ranging from electrical circuits to thermodynamics
as well as the Fundamentals of Engineering examination.
ROMAN TARABAN
Roman Taraban is
Associate Professor in the Department of Psychology at Texas Tech
University. He received his Ph.D. in
cognitive psychology from Carnegie Mellon University. His interests are in how
undergraduate students learn, and especially, how they draw meaningful
connections in traditional college content materials (e.g., textbooks,
lectures, multi-media).
M.P SHARMA
M.P. Sharma is Professor
of Chemical and Petroleum Engineering at the University of Wyoming.
He received his Ph.D. degree in Mechanical Engineering from Washington State
University. A current area of interest is conducting research on teaching and learning
methods. He has developed an online
course for Engineering Thermodynamics that is fully deliverable by Internet to
remote and on-campus students. He has been teaching this course as he
continues to conduct research and development of it.
Acknowledgements
This project was sponsored
by the U.S. National Science Foundation under CCLI grant 0089410.