Evaluation of Student Learning Outcomes Due to Self-Guided Engineering Analysis of Surroundings

Abstract

Inquiry-based learning was explored in an introductory mechanics course through the assignment of weekly tasks where students analyzed their surroundings within the context of the course curriculum. The deliverables for each assignment consisted of a photograph or video and a textual description. Submissions were collected first using course management software and later on the micro-blogging platform Twitter. Performance for each student was assessed using both course examinations and a concept inventory quiz. Based on these results it was found that students in the treatment group did not perform significantly better than students in the control group. However, the use of Twitter in the course was found to have benefits in terms of real-time student interaction and immediate instructor feedback.

A pre-print copy of a paper to be presented at the 2014 ASEE Annual Conference in Indianapolis, IN.