Distance learning and cognitive load theory to improve traditional and non-traditional student learning of computer programming for mechanical engineers: Quantitative assessment

Abstract

This paper reports on the re-design of a computer programming class for students of mechanical engineering. The content was re-designed using Cognitive Load Theory; the delivery was redesigned using on-line technologies. Student learning was objectively assessed; it improved and the drop-out rate reduced. A previous paper reported on greatly improved student attitudes and instructor reviews. This paper reports on objective data: comparing student performance on identical final exams. Note is made of improved learning by non-traditional engineering students. This paper also reports on two additional teaching strategies that were deployed to improve learning. Finally, this work points to the next step in this evolving redesign. © American Society for Engineering Education, 2009.