Interactive Computer-Centered Instructions for Science and Engineering Education

Mohammad A Matin

doi:10.4236/ce.2012.33059

Abstract

Both the formal and informal cooperative learning methods are proven pedagogical tools that provide the context for engaging students in reflective judgment and consultation. The cooperative method pays close attention to the multiple learning styles of students participating in the classroom project. Our engineering program’s goal is to expose students majoring in engineering (electrical, computer and mechanical) to a positive interdependence, face-to-face interaction, development of interpersonal skills and individual accountability. We introduces the use of Blackboards and clickers together to enhance cooperative learning aimed at educating students to succeed in today’s global economy. As such, classroom instruction and group projects were assigned to foster an environment that maximized the use of computers, took advantage of information and resources available on the internet and Blackboards, and nurtured cooperative learning among groups. This paper describes a method to create a learner-centered, cooperative environment, which will engage students, give positive interdependence, face-to-face interaction, and will help them to develop interpersonal skills and individual accountability in better understanding, critical thinking and judgment, all of which are necessary skills to succeed in twenty first century economy. This teaching method already impacted hundreds of students from fall, winter and spring, 2007 to spring 2011 and will impact thousands of students in the future. At the end of the courses outcomes were evaluated using developed questionnaires using Clicker response system. To answer one of the questions, “I wish the professors in my other classes use the clicker”, 72.1% strongly agree or agree, 18.3% disagree and 9.7% strongly agree. To answer another question, “The use of clickers in techhnology-21 class improves my ability to learn the material”, 88.3% strongly agree or agree, 9.6% disagree and 2.1% strongly agree. According to the results obtained from the questionnaire, students heavily benefited from the clicker system. The assessments were done anonymously.

Highlights

In 1995, Robert Barr and John Tagg (1995) observed a paradigm shift in American education—from the traditional “Instruction Paradigm” to the “Learning Paradigm.” Reviews of models developed in the Education field reveal that a quiet but exciting revolution is taking place in the way education is delivered following John Dewey’s seminal works published several decades ago (1933, 1944)
The Discussion Board is a communication tool that allows students and instructors to participate in online discussions without requiring all class participants to be online at the same time
The discussion board was used as a Group discussion Board: we provide a Group Discussion Board to any group

Summary

Introduction

In 1995, Robert Barr and John Tagg (1995) observed a paradigm shift in American education—from the traditional “Instruction Paradigm” to the “Learning Paradigm.” Reviews of models developed in the Education field reveal that a quiet but exciting revolution is taking place in the way education is delivered following John Dewey’s seminal works published several decades ago (1933, 1944). I-clicker (2011), the most flexible and most reliable classroom response system, requires no hardware installation, eliminates the frustrating log-in procedure, works with any presentation application, includes a built-in LCD screen, and can be formatted according to style preferences, Interactive Teaching DVD (2007) These devices allow students to respond to questions developed by the instructor and enable the instructor to use a number of activities that promote active learning. Harvard University physicist Eric Mazur demonstrates the use of Peer Instruction and Just-in-Time Teaching—two innovative techniques for lectures that use in-class discussion and immediate feedback to improve student learning These techniques are being used successfully in many disciplines. Creating Blackboard Groups can give students tools to collaborate online on cooperative learning projects. Determining what and how much to add or revise is part of the group process

Discussion

Results and Discussion