Abstract
The purpose of this study is to analyze learning effectiveness when students are in training to review the design of concrete structures. Two different course delivery methods for vocational engineering students are compared. The first delivery method begins with a traditional instructional approach followed by an active learning approach. The second delivery method utilizes the same approaches, but in reversed order. The difference in learning effectiveness of the two approaches is analyzed, based on a semi-quasi pre-test/post-test experiment design with an experimental group (first hands-on, then theory) and a control group (first theory, then hands-on). Based on 30 test questions and difference scores between pre-test and two post-tests, as well as statistical significance and effect size, the learning effectiveness is determined. It was found that the learning effectiveness for both experimental and control group was higher during the hands-on approaches. When comparing the second post-test with the first post-test, the experimental group had only 2 positive difference scores, whereas the control group had 13 positive difference scores. The findings indicate that students need sufficient initial theoretical background in order to benefit from a hands-on approach.
| Original language | English |
|---|---|
| Title of host publication | Proceedings of 2016 IEEE Global Engineering Education Conference, EDUCON 2016: "Smart Education in Smart Cities" |
| Publisher | IEEE Computer Society |
| Pages | 87-92 |
| Number of pages | 6 |
| Volume | 10-13-April-2016 |
| ISBN (Electronic) | 9781467386333 |
| DOIs | |
| Publication status | Published - May 19 2016 |
| Event | 2016 IEEE Global Engineering Education Conference, EDUCON 2016 - Abu Dhabi, United Arab Emirates Duration: Apr 10 2016 → Apr 13 2016 |
Other
| Other | 2016 IEEE Global Engineering Education Conference, EDUCON 2016 |
|---|---|
| Country | United Arab Emirates |
| City | Abu Dhabi |
| Period | 4/10/16 → 4/13/16 |
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Keywords
- active learning
- concrete structures
- design review
- learning effectiveness
ASJC Scopus subject areas
- Engineering(all)
- Information Systems and Management
- Education
Cite this
Review design of concrete structures : Evaluating learning effectiveness. / Jaeger, Martin; Al-Mughrabi, Abdullah; Reda, Mona; Adair, Desmond.
Proceedings of 2016 IEEE Global Engineering Education Conference, EDUCON 2016: "Smart Education in Smart Cities". Vol. 10-13-April-2016 IEEE Computer Society, 2016. p. 87-92 7474536.Research output: Chapter in Book/Report/Conference proceeding › Conference contribution
}
TY - GEN
T1 - Review design of concrete structures
T2 - Evaluating learning effectiveness
AU - Jaeger, Martin
AU - Al-Mughrabi, Abdullah
AU - Reda, Mona
AU - Adair, Desmond
PY - 2016/5/19
Y1 - 2016/5/19
N2 - The purpose of this study is to analyze learning effectiveness when students are in training to review the design of concrete structures. Two different course delivery methods for vocational engineering students are compared. The first delivery method begins with a traditional instructional approach followed by an active learning approach. The second delivery method utilizes the same approaches, but in reversed order. The difference in learning effectiveness of the two approaches is analyzed, based on a semi-quasi pre-test/post-test experiment design with an experimental group (first hands-on, then theory) and a control group (first theory, then hands-on). Based on 30 test questions and difference scores between pre-test and two post-tests, as well as statistical significance and effect size, the learning effectiveness is determined. It was found that the learning effectiveness for both experimental and control group was higher during the hands-on approaches. When comparing the second post-test with the first post-test, the experimental group had only 2 positive difference scores, whereas the control group had 13 positive difference scores. The findings indicate that students need sufficient initial theoretical background in order to benefit from a hands-on approach.
AB - The purpose of this study is to analyze learning effectiveness when students are in training to review the design of concrete structures. Two different course delivery methods for vocational engineering students are compared. The first delivery method begins with a traditional instructional approach followed by an active learning approach. The second delivery method utilizes the same approaches, but in reversed order. The difference in learning effectiveness of the two approaches is analyzed, based on a semi-quasi pre-test/post-test experiment design with an experimental group (first hands-on, then theory) and a control group (first theory, then hands-on). Based on 30 test questions and difference scores between pre-test and two post-tests, as well as statistical significance and effect size, the learning effectiveness is determined. It was found that the learning effectiveness for both experimental and control group was higher during the hands-on approaches. When comparing the second post-test with the first post-test, the experimental group had only 2 positive difference scores, whereas the control group had 13 positive difference scores. The findings indicate that students need sufficient initial theoretical background in order to benefit from a hands-on approach.
KW - active learning
KW - concrete structures
KW - design review
KW - learning effectiveness
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UR - http://www.scopus.com/inward/citedby.url?scp=84994639475&partnerID=8YFLogxK
U2 - 10.1109/EDUCON.2016.7474536
DO - 10.1109/EDUCON.2016.7474536
M3 - Conference contribution
AN - SCOPUS:84994639475
VL - 10-13-April-2016
SP - 87
EP - 92
BT - Proceedings of 2016 IEEE Global Engineering Education Conference, EDUCON 2016: "Smart Education in Smart Cities"
PB - IEEE Computer Society
ER -