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ERIC Number: EJ870306
Record Type: Journal
Publication Date: 2009
Pages: 15
Abstractor: As Provided
Reference Count: 11
ISBN: N/A
ISSN: ISSN-0892-3647
Assessing Cognitive Load Theory to Improve Student Learning for Mechanical Engineers
Impelluso, Thomas J.
American Journal of Distance Education, v23 n4 p179-193 2009
A computer programming class for students of mechanical engineering was redesigned and assessed: Cognitive Load Theory was used to redesign the content; online technologies were used to redesign the delivery. Student learning improved and the dropout rate was reduced. This article reports on both attitudinal and objective assessment: comparing student performance on identical final exams and student reviews. Note is made of improved learning by female and other nontraditional engineering students. This article also reports on two additional teaching strategies that were deployed to improve learning. (Contains 8 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A