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ERIC Number: EJ1181583
Record Type: Journal
Publication Date: 2018
Abstractor: As Provided
Self-Paced, Active Problem-Solving Using Immediate Feedback (IF-AT; Scratch-Off) Forms in Large Classes
Wettstein, Stephanie G.
Advances in Engineering Education, v6 n3 Spr 2018
In-class example problems that students work out on their own using active problem-solving are typically well received and help the students better learn the material; however, they are difficult to enact in large classes with limited resources due to the number of questions received and the speed at which different students work through the problem. In a Junior-level mass transfer unit operations course, immediate feedback (IF-AT) forms were used to allow groups of four students to self-pace through in-class problems. The immediate feedback forms allowed students to check their progress, use cooperative learning to resolve their misconceptions, and ask the instructor questions only when truly stuck. In a class of 100 students, with one instructor and one teaching assistant, two problems were worked through, once in week 5 and the other in week 13, using the immediate feedback forms. Student and instructor feedback was highly positive.
Descriptors: Pacing, Independent Study, Active Learning, Problem Solving, Feedback (Response), Audience Response Systems, Large Group Instruction, Undergraduate Students, Cooperative Learning, Misconceptions, Error Correction, Engineering Education, Multiple Choice Tests, Scores, Comparative Analysis, Outcomes of Education, Surveys
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
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Authoring Institution: N/A
Identifiers - Location: Montana