Effects of Technology Assisted Flat Learning Environment for a Design Project at a Historically Black University

Abstract

Teaching to Learn (TeatoL) is a flat learning environment where peer-to-peer information exchange has been demonstrated to bridge student learning gaps. Within TeatoL, we integrate and expand peer-to-peer knowledge exchange facilitated by technology, in order to enhance the learning of engineering graduates, using an open-ended authentic life problem in design for manufacturing. One of the main objectives for developing TeatoL was to improve the interest and efficacy of underrepresented minority (URM) students in online engineering courses. In this paper, we present our TeatoL implementation at Tuskegee University (TU), to assess the effectiveness of TeatoL in improving student learning and in enhancing ill-structured problem solving skills of URM students. The participants in the learning environment were given an open design problem related to casting process. A short lecture about 35 minutes (Phase 0) was given and then each student team created and uploaded an instructional material (video) on their approach for solving the open-ended problem using computers and mobile phones (Phase I). The students then critically evaluated and posted feedbacks on these peer videos (Phase II). The final step of the process involved students writing a short report on their modified problem solving process and then applied the process to the same open-ended problem (Phase III). The students used comments from peers and information from other videos to modify and improve their approaches. Student learning in all three phases (Phase I through III) was assessed to understand the effects of different modes of learning in TeatoL. Paired t-test, regression and correlation analysis were used to determine the learning gains and how learning happens in a flat learning environment. Paired t-test analysis showed that there were significant learning gains from peer information exchange in TeatoL. Regression and Correlation analysis suggests that number of in-depth comments exchanged during Phase II depends on the initial level of knowledge; and learning gains of students depend on the meaningful comments provided by their peers. The results suggest that, in an online environment, peer-to-peer information exchange in the form of feedback can be particularly useful to attract, retain and train URM students as well as academically underprepared students.