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Our team has developed Low-Cost Desktop Learning Modules (LCDLMS) as tools to study transport phenomena aimed at providing hands-on learning experiences. With an implementation design embedded in the community of inquiry framework, we disseminate units to professors across the country and train them on how to facilitate teacher presence in the classroom with the LC-DLMs. Professors are briefed on how create a homogenous learning environment for students based on best-practices using the LC-DLMs. By collecting student cognitive gain data using pre/posttests before and after students encounter the LC-DLMs, we aim to isolate the variable of the professor on the implementation with LC-DLMs. Because of the onset of COVID-19, we have modalities for both hands-on and virtual implementation data. An ANOVA whereby modality was grouped and professor effect was the independent variable had significance on the score difference in pre/posttest scores (p<0.0001) and on posttest score only (p=0.0004). When we divide out modality between hands-on and virtual, an ANOVA with an F- test using modality as the independent variable and professor effect as the nesting variable also show significance on the score difference between pre and posttests (p-value=0.0236 for hands- on, and p-value=0.0004 for virtual) and on the posttest score only (p-value=0.0314 for hands-on, and p-value<0.0001 for virtual). These results indicate that in all modalities professor had an effect on student cognitive gains with respect to differences in pre/posttest score and posttest score only. Future will focus on qualitative analysis of features of classrooms yield high cognitive gains in undergraduate engineering students.
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(2023). Assessment of a Particle Sedimentation Hands-On Learning Tool with Application in Blood Cell Separations. Education for Chemical Engineers, On-Line, 28-40. doi:https://doi.org/10.1016/j.ece.2023.07.001
Chemical engineers frequently contribute to the advancement of the medical field; however, medical applications are often only covered in elective courses. To introduce medical applications into the core curriculum, we implemented a hands-on learning tool that portrays blood separation principles through microbead settling in a core third-year chemical engineering separations class. Test scores from twenty-six students show significant growth at p < 0.001 from Pretest to Posttest I at average values of 41 % and 68 %, respectively. Posttest II scores reveal a significantly higher average score of 84 % for students who sat through lecture before the hands-on experiment in comparison to 75 % for students who first had the hands-on experiment then lecture with statistical significance of p = 0.046 and a moderate Cohen’s d effect size of 0.442. Students report positive, lasting impressions from the guided-learning worksheet and hands-on learning experience on their feedback surveys and one-on-one interviews. Retention assessments from four students six months post-intervention reveal retention of concepts with an average test score of 74 %. These outcomes suggest hands-on learning tools are most impactful on conceptual and motivational gains when supplemented with pre-experiment lectures and quality complementary learning materials.
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- Award ID(s):
- 1821578
- PAR ID:
- 10465786
- Date Published:
- Journal Name:
- Education for chemical engineers
- Volume:
- 45
- ISSN:
- 1749-7728
- Page Range / eLocation ID:
- 28-40
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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