Using isomorphic questions, the statics concept inventory, and surveys to investigate the benefits of and student satisfaction in a hybrid learning environment (Civil Engineering Division)

Abstract

A significant amount of literature is available on the various techniques available for generating an active classroom: publications have advocated the use of group problem solving, peer instruction, in-class demonstrations, body-centered talk, and more. While the benefits of these individual methodologies have been documented, relatively little literature is available on how to best combine these components into a synergistic active learning environment. This is an important issue for foundational classes such as Statics-a course in which physical intuition is developed and utilized over the course of one's career. This paper describes the creation and components of a hybrid learning environment in a Statics course where a variety of pedagogies were implemented. Notable activities included the use of an interactive online textbook, peer instruction, in-class group problem solving sessions, video examples, and instructor led numeric problems. To investigate the effectiveness of the course, and where applicable the individual contributions of unique activities, a number of feedback mechanisms were implemented over the duration of the course. These mechanisms included isomorphic questions to measure the effectiveness of peer instruction, the use of concept inventory exams to measure student learning gains, and a variety of periodically distributed surveys to measure student satisfaction with the individual course components. Findings are presented along with recommendations for how to improve the hybrid course structure.