A cluster-based approach to understanding students’ resource-usage patterns in an active, blended, and collaborative learning environment

• Autores: Nick A. Stites, Edward Berger, Jennifer Deboer, Jeffrey F. Rhoads
• Localización: The International journal of engineering education, ISSN-e 0949-149X, Vol. 35, no. 6 (Parte A), 2019, págs. 1738-1757
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • Data on how pedagogical innovations in engineering education impact the students’ experiences and achievement are often lacking.The goal of this study was to identify and understand how and why students engaged with the resources available in an active,blended, and collaborative learning environment. We collected survey data from 581 engineering students on how frequently theyused nine different resources of an undergraduate dynamics course. A cluster analysis identified nine, qualitatively-unique resource-usage patterns. We then analyzed 44 student interviews and found that students often exhibited their resource-usage patternsbecause of their perceived expectations and values for a given resource. The findings of this study provide instructors with data-driven information on the archetypical resource-usage and help-seeking behaviors of their students. Instructors can use thisinformation to better coach their students and to design curricula and resources that support many different subgroups of students,not just the stereotypical or average student.