This paper assesses the impact of various in-class instructional tools in post-secondary engineering curriculum. Various interactive methods were employed in university classrooms in Canada and the United States and analyzed to assess their effectiveness. These methods were evaluated to determine their efficacy in stimulating students, prompting critical thinking, and deepening overall understanding. The overall goal of each method is unique and the outcomes of implementing them in a classroom setting are presented in this paper. Student engagement and attendance was seen to increase as a result of iClicker use and the associated participation points. Additionally, Google forms were used to capture student responses of in-class practice of Boolean Algebra. Students found the forms to be helpful in comparing their responses with other students' responses. The forms also helped the instructor gauge the class understanding by viewing the student response summary. This prompted the instructor to either explain the material in a different manner or move to another topic depending on the number of correct responses. The instructor could also identify the areas where students struggled the most. The third method, Immediate Feedback Assessment Technique, was used to solidify students' understanding of test concepts, provide immediate feedback on whether they approached the concept correctly, and provide an opportunity to improve their grades. Overall, it was found that the interactive activities discussed in this paper increased engagement, information retention, critical thinking skills and overall learning experience of the engineering students.
|Original language||English (US)|
|Journal||ASEE Annual Conference and Exposition, Conference Proceedings|
|State||Published - Jun 23 2018|
|Event||125th ASEE Annual Conference and Exposition - Salt Lake City, United States|
Duration: Jun 23 2018 → Dec 27 2018