Using myengineeringlab for learning reinforcement in a Mechanics 1: Statics course

Abstract

Since the amount of technology available in the engineering classroom is always increasing, instructors face challenges to find unique and positive ways to incorporate this technology into their classrooms. For the Department of Civil and Environmental Engineering at the J.B. Speed School of Engineering at the University of Louisville, the Mechanics 1: Statics course continues to be an area of focus for the adoption and incorporation of technology into the class. The department is willing to explore technology based approaches to improve student learning and success in the course. As has been observed many times previously, in the Statics course students who attend class and conscientiously do their homework have a higher probability of succeeding. Class quizzes are given to encourage the students to come to class prepared. These quizzes were based along homework problems to help prevent the students from procrastinating on the homework. This allows the students time to attempt the homework and get clarification on topics that they do not understand, instead of waiting until the night before an exam to complete the homework. Most recently, the department started adopting the use of Pearson's MyLabsPlus™, an online multimedia textbook with active content, including algorithmic problem generators and computer grading. The homework for this course has been targeted first for conversion from paper to the online system. The MyLabsPlus problems are immediately graded which provides students feedback on their understanding of the content. If the students get a problem wrong MyLabsPlus can provide them with guidance as to what they did incorrectly, and even let them attempt the problem again with different values. This feedback allows the students to know which topics that they need further study to master. This paper will further describe the environment that the students are using MyLabsPlus as well as looking at the course outcomes from the semesters using the platform. By analyzing the statistical analytics contained within the platform, we can better assess when and how students complete their homework. In addition, by comparing the performance analytics to exam scores we can identify students that are using other technology sources to accumulate scores rather than master the content. With this information, we can target select groups or individuals for additional help or modify lecture, quiz or exam materials as appropriate.