Challenge-Based Instruction: The VaNTH Biomechanics Learning Modules
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| Title: | Challenge-Based Instruction: The VaNTH Biomechanics Learning Modules |
|---|---|
| Language: | English |
| Authors: | Barr, Ronald E., Pandy, Marcus G., Petrosino, Anthony J., Roselli, Robert J., Brophy, Sean, Freeman, Robert A. |
| Source: | Advances in Engineering Education. Fall 2007 1(1). |
| Availability: | American Society for Engineering Education. 1818 N Street NW, Washington, DC 20036. Tel: 412-624-6815; Fax: 412-624-1108; Web site: http://advances.asee.org |
| Peer Reviewed: | Y |
| Page Count: | 30 |
| Publication Date: | 2007 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | EEC-9876363 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Biomechanics, Engineering Education, Multimedia Instruction, College Instruction, Undergraduate Students, Group Activities, Assignments, Computer Uses in Education, Pretests Posttests, Student Surveys, Instructional Effectiveness |
| Geographic Terms: | Texas |
| ISSN: | 1941-1766 |
| Abstract: | This paper presents the methodology and results of teaching an entire engineering course using challenge-based instruction. The challenges consisted of eight biomechanics multimedia learning modules developed by the authors as part of a broader NSF educational coalition. The biomechanics modules were presented in an undergraduate mechanical engineering course titled "Biomechanics of Human Movement." The class (N = 18) was divided into three-member teams. Each team performed the eight computer-based assignments in intervals of one-two weeks per challenge during the semester. Pre-tests, post-tests, affect surveys, a biomechanics topics matrix, and student outcomes surveys were conducted during the course to determine the success of this approach. This paper outlines the challenge-based approaches used and presents assessment methods for a full, semester-long course. Thus, it is directed at faculty who may wish to use this interesting approach in their own engineering courses. |
| Abstractor: | As Provided |
| Number of References: | 15 |
| Entry Date: | 2015 |
| Accession Number: | EJ1076037 |
| Database: | ERIC |
| Abstract: | This paper presents the methodology and results of teaching an entire engineering course using challenge-based instruction. The challenges consisted of eight biomechanics multimedia learning modules developed by the authors as part of a broader NSF educational coalition. The biomechanics modules were presented in an undergraduate mechanical engineering course titled "Biomechanics of Human Movement." The class (N = 18) was divided into three-member teams. Each team performed the eight computer-based assignments in intervals of one-two weeks per challenge during the semester. Pre-tests, post-tests, affect surveys, a biomechanics topics matrix, and student outcomes surveys were conducted during the course to determine the success of this approach. This paper outlines the challenge-based approaches used and presents assessment methods for a full, semester-long course. Thus, it is directed at faculty who may wish to use this interesting approach in their own engineering courses. |
|---|---|
| ISSN: | 1941-1766 |
