Engineering Mechanics: adoption of project-based learning supported by computer-aided online adaptive assessments - overcoming fundamental issues with a fundamental subject

Engineering Mechanics is widely acknowledged in the literature as a subject where students experience great difficulty in understanding and applying threshold concepts, which often results in high failure rates. To address this, we introduced two new complementary assessments: a practical design pro...

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Veröffentlicht in:European journal of engineering education Jg. 45; H. 6; S. 809 - 820
Hauptverfasser: Balash, Cheslav, Richardson, Steven, Guzzomi, Ferdinando, Rassau, Alex
Format: Journal Article
Sprache:Englisch
Veröffentlicht: Abingdon Taylor & Francis 01.11.2020
Taylor & Francis Ltd
Schlagworte:
Active Learning
Adaptive learning
Adaptive testing
Assessments
CAI
Computer assisted instruction
design project
Engineering education
Engineering mechanics
Evaluation methods
Failure rates
Feedback
Learner Engagement
Online assessment
Online tutorials
Project based learning
statics
Student assessment
Student engagement
Student Projects
Students
students' performance
World Problems
ISSN:0304-3797, 1469-5898
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Zusammenfassung:Engineering Mechanics is widely acknowledged in the literature as a subject where students experience great difficulty in understanding and applying threshold concepts, which often results in high failure rates. To address this, we introduced two new complementary assessments: a practical design project and a series of adaptive online tutorials with an assessed component to motivate regular participation. Feedback from students regarding the design project suggested that they found it an effective activity to motivate engagement with the subject material and to gain appreciation of its applicability to real-world problems. The level of successful engagement with online tutorials showed a high correlation with examination success. The mean final examination mark was 60% and 62% in 2017 and 2018, respectively, following the introduction of the amended assessment regime, compared to 32% in 2016.
Bibliographie:Refereed article. Includes bibliographical references.
European Journal of Engineering Education; v.45 n.6 p.809-820; December 2020
ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ISSN:0304-3797
1469-5898
DOI:10.1080/03043797.2019.1664413