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1. Transition of an Interactive, Hands-on Learning Tool to a Virtual Format in the Covid-19 Era

   Reynolds, O (July 2021, American Society for Engineering Education)

   null (Ed.)

   The 2020 coronavirus pandemic necessitated the transition of courses across the United States from in-person to a virtual format. Effective delivery of traditional, lecture-based courses in an online setting can be difficult and determining how to best implement hands-on pedagogies in a virtual format is even more challenging. Interactive pedagogies such as hands-on learning tools, however, have proven to significantly enhance student conceptual understanding and motivation; therefore, it is worthwhile to adapt these activities for virtual instruction. Our team previously developed a number of hands-on learning tools called Low-Cost Desktop Learning Modules (LCDLMs) that demonstrate fluid mechanics and heat transfer concepts—traditionally utilized by student groups in a classroom setting, where they perform qualitative experiments and interactively discuss conceptual items. In this paper we explore our efforts to transition the LCDLM hands-on pedagogy to an entirely virtual format and focus on a subset effort with greater detail to be show at the ASEE conference as we analyze additional data. To aid the virtual implementations, we created a number of engaging videos under two major categories: (1) demonstrations of each LCDLM showing live data collection activities and (2) short, animated, narrated videos focused on specific concepts related to learning objectives. In this paper we present preliminary results from pre- and post- implementation conceptual assessments and motivational surveys completed for virtual implementations of LCDLMs, and compare them with a subset of results collected during hands-on implementations in previous years. Significant differences in conceptual understanding or motivation between hands-on and virtual implementations will be discussed. This paper will provide useful, data-driven guidance for those seeking to switch hands-on pedagogies to a virtual format. 

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2. Teaching Fluid Mechanics and Heat Transfer in Hands-on and Virtual Settings with Low Cost Desktop Learning Modules

   Reynolds, O. M. (October 2022, International journal of engineering education)

   Although there is extensive literature documenting hands-on learning experiences in engineering classrooms, there is a lack of consensus regarding how student learning during these activities compares to learning during online video demonstrations. Further, little work has been done to directly compare student learning for similarly-designed hands-on learning experiences focused on different engineering subjects. As the use of hands-on activities in engineering continues to grow and expand to non-traditional virtual applications, understanding how to optimize student learning during these activities is critical. To address this, we collected conceptual assessment data from 763 students at 15 four-year institutions. The students completed activities with one of two highly visual low-cost desktop learning modules (LCDLMs), one focused on fluid mechanics and the other on heat transfer principles, using two different implementation formats: either hands-on or video demonstration. To examine the effect of implementation format and of the learning tool used, learning gains on conceptual assessments were compared for virtual and hands-on implementations of fluid mechanics and heat transfer LCDLMs. Results showed that learning gains were positive and similar for hands-on and video demonstrations for both modules assessed, suggesting both implementation formats support an impactful student learning experience. However, a significant difference was observed in effectiveness based on the type of LCDLM used. Score increases of 31.2% and 24% were recorded on our post-activity assessment for hands-on and virtual implementations of the fluid mechanics LCDLM compared to pre-activity assessment scores, respectively, while smaller 8.2% and 9.2% increases were observed for hands-on and virtual implementations of the heat transfer LCDLM. In this paper, we consider existing literature to ascertain the reasons for similar effectiveness of hands-on and video demonstrations and for the differing effectiveness of the fluid mechanics and heat transfer LCDLMs. We discuss the practical implications of our findings with respect to designing hands-on or video demonstration activities. 

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3. Teaching Fluid Mechanics and Heat Transfer in Hands-on and Virtual Settings with Low Cost Desktop Learning Modules

   Reynolds, Olivia; Curtis, Heidi; Gartner, Jacqueline; Dahlke, Katelyn; Adesope, Olusola; Dutta, Prashanta (January 2022, IJEE International Journal of Engineering Education)

   Although there is extensive literature documenting hands-on learning experiences in engineering classrooms, there is a lack of consensus regarding how student learning during these activities compares to learning during online video demonstrations. Further, little work has been done to directly compare student learning for similarly-designed hands-on learning experiences focused on different engineering subjects. As the use of hands-on activities in engineering continues to grow, understanding how to optimize student learning during these activities is critical. To address this, we collected conceptual assessment data from 763 students at 15 four-year institutions. Students completed activities with one of two highly visual low-cost desktop learning modules (LCDLMs), one focused on fluid mechanics and the other on heat transfer principles, using two different implementation formats: either hands-on or video demonstration. Conceptual assessment results showed that assessment scores significantly increased after all LCDLM activities and that gains were statistically similar for hands-on and video demonstrations, suggesting both implementation formats support an impactful student learning experience. However, a significant difference was observed in effectiveness based on the type of LCDLM used. Score increases of 31.2% and 24% were recorded on our post-activity assessment for hands-on and virtual implementations of the fluid mechanics LCDLM compared to pre-activity assessment scores, respectively, while significantly smaller 8.2% and 9.2% increases were observed for hands-on and virtual implementations of the heat transfer LCDLM. In this paper, we consider existing literature to ascertain the reasons for similar effectiveness of hands-on and video demonstrations and for the differing effectiveness of the fluid mechanics and heat transfer LCDLMs. We discuss the practical implications of our findings with respect to designing hands-on or video demonstration activities. 

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4. The Effects of Prior Knowledge on Learning with Low-Cost Desktop Learning Modules

   Watson, C.; Van Wie, B.; Dutta, P.; Adesope, O.; Gartner, J.; Curtis, H (August 2022, Zone 1 Conference of the American Society for Engineering Education)

   Hands-on experiments using the Low-Cost Desktop Learning Modules (LCDLMs) have been implemented in dozens of classrooms to supplement student learning of heat transfer and fluid mechanics concepts with students of varying prior knowledge. The prior knowledge of students who encounter these LCDLMs in the classroom may impact the degree to which students learn from these interactive pedagogies. This paper reports on the differences in student cognitive learning between groups with low and high prior knowledge of the concepts that are tested. Student conceptual test results for venturi, hydraulic loss, and double pipe heat exchanger LCDLMs are analyzed by grouping the student data into two bins based on pre-test score, one for students scoring below 50% and another for those scoring above and comparing the improvement from pretest to posttest between the two groups. The analysis includes data from all implementations of each LCDLM for the 2020-2021 school year. Results from each of the three LCDLMs were analyzed separately to compare student performance on different fluid mechanics or heat exchanger concepts. Then, the overall pre- and posttest scores for all three LCDLMs were analyzed to examine how this interactive pedagogy impacts cognitive gains. Results showed statistically significant differences in improvement between low prior knowledge groups and high prior knowledge groups. Additional findings showed statistically significant results suggesting that the gaps in performance between low prior knowledge and high prior knowledge groups on pre-tests for the LCDLMs were decreased on the posttest. Findings showed that students with lower prior knowledge show a greater overall improvement in cognitive gains than those with higher prior knowledge on all three low-cost desktop learning modules. 

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5. The Effects of Prior Knowledge on Learning with Low-Cost Desktop Learning Modules

   Watson, Carah; Gartner, Jacqueline; Van Wie, Bernard; Dutta, Prashanta; Adesope, Olusola; Curtis, Heidi (January 2022, ASEE annual conference)

   Hands-on experiments using the Low-Cost Desktop Learning Modules (LCDLMs) have been implemented in dozens of classrooms to supplement student learning of heat transfer and fluid mechanics concepts with students of varying prior knowledge. The prior knowledge of students who encounter these LCDLMs in the classroom may impact the degree to which students learn from these interactive pedagogies. This paper reports on the differences in student cognitive learning between groups with low and high prior knowledge of the concepts that are tested. Student conceptual test results for venturi, hydraulic loss, and double pipe heat exchanger LCDLMs are analyzed by grouping the student data into two bins based on pre-test score, one for students scoring below 50% and another for those scoring above and comparing the improvement from pretest to posttest between the two groups. The analysis includes data from all implementations of each LCDLM for the 2020-2021 school year. Results from each of the three LCDLMs were analyzed separately to compare student performance on different fluid mechanics or heat exchanger concepts. Then, the overall pre- and posttest scores for all three LCDLMs were analyzed to examine how this interactive pedagogy impacts cognitive gains. Results showed statistically significant differences in improvement between low prior knowledge groups and high prior knowledge groups. Additional findings showed statistically significant results suggesting that the gaps in performance between low prior knowledge and high prior knowledge groups on pre-tests for the LCDLMs were decreased on the posttest. Findings showed that students with lower prior knowledge show a greater overall improvement in cognitive gains than those with higher prior knowledge on all three low-cost desktop learning modules. 

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