TITLE

Techniques to encourage interactive student learning in a laboratory setting

AUTHOR(S)
Cranston, Gemma; Lock, Gary
PUB. DATE
June 2012
SOURCE
Engineering Education;Jun2012, Vol. 7 Issue 1, p2
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
Undergraduate engineering lectures are often supplemented with experimental laboratories and, at the 21st century university, such practical classes often involve large groups. It is important that these sessions are interactive, not passive, and that students are encouraged to participate throughout the laboratory to ensure that their learning experience is maximised. A variety of teaching techniques have been applied to an undergraduate fluid mechanics laboratory, aimed at enhancing student contribution and participatory learning. Large scale graphs have been used to immediately illustrate the collected data, giving students opportunities to assess and discuss their meaning. Question sheets have encouraged undergraduates to consider experimental procedures and apparatus, keeping them active. The use of an audience response system as part of the plenary has been particularly successful, ensuring that students are engaged right to the very end of the laboratory and encouraging them to participate actively by answering multiple choice questions. Students can assess their personal scores online after the laboratory session, getting instant positive feedback from the class. Although the methods are discussed in the context of a fluid mechanics laboratory, these techniques would be widely beneficial to other undergraduate engineering and science laboratory exercises.
ACCESSION #
96680392

 

Related Articles

  • The wow-effect in science teacher education. Kamstrupp, Anne // Cultural Studies of Science Education;Dec2016, Vol. 11 Issue 4, p879 

    This article explores the wow- effect as a phenomenon in science teacher education. Through ethnographic fieldwork at a teachers' college in Denmark, the author encounters a phenomenon enacted in a particular way of teaching that wows the students. The students are in the process of becoming...

  • A comparison of MCQ assessment delivery methods for student engagement and interaction used as an in-class formative assessment. Chan, Cecilia Ka Yuk; Tam, Vincent W. L.; Li, Chi Ying Vanessa // International Journal of Electrical Engineering Education;Jul2011, Vol. 48 Issue 3, p323 

    Student interaction and formative assessment are two agendas which hold equal importance in guiding the student approach to learning in engineering and in many disciplines. With MCQs being a familiar assessment tool for most teachers, it would be ideal if there were a combined approach which...

  • Creating Small Interactive Teaching Development Groups. Hjalmarson, Margret; Nelson, Jill K. // Proceedings of the ASEE Annual Conference & Exposition;2014, p1 

    This paper describes two aspects of an ongoing faculty development model that uses small interactive teaching development groups. We used the model with engineering faculty at five institutions. The groups focused their work on the design and implementation of research-based, interactive...

  • From Talking Heads to Talking Students. OGDEN, LESLEY EVANS // BioScience;9/1/2015, Vol. 65 Issue 9, p843 

    The article reports on how Carl Wieman, associate director of science at The White House Office of Science and Technology Policy, drove shift in science education in the U.S. Topics discussed include use of tests to evaluate student learning, use of technologies clickers to enhance students...

  • A Case for a Reform in Teaching Introductory, Fundamental Engineering Mechanics Courses. Boylan-Ashraf, Peggy C.; Freeman, Steven A.; Shelley, Mack // Proceedings of the ASEE Annual Conference & Exposition;2014, p1 

    Introductory, fundamental engineering mechanics (IFEM) courses, such as statics of engineering, mechanics of materials, dynamics, and mechanics of fluids, have far too long been focused on intense mathematical and theoretical concepts. Bold new methodologies that connect science to life using...

  • Scenario‐based eLearning to promote active learning in large cohorts: Students' perspective. Mio, Cristina; Ventura‐Medina, Esther; João, Elsa // Computer Applications in Engineering Education;Jul2019, Vol. 27 Issue 4, p894 

    This work presents results from an investigation on the students' perspective of the use of scenario‐based (SBL) e‐learning and their performance in a first‐year core chemical engineering module in a Scottish university. SBL is a pedagogy that promotes active learning by...

  • INFLUENCE OF AUDIENCE RESPONSE SYSTEM TECHNOLOGY ON STUDENT PERFORMANCE IN ORGANIC CHEMISTRY LECTURE CLASS. LYUBARTSEVA, GANNA // Education;Summer2013, Vol. 133 Issue 4, p439 

    The use of audience response system (commonly known as clickers) supports communication and interactivity in class by allowing the instructor to ask thought-provoking questions and encouraging students to articulate and reflect their thinking, reveal misconceptions, probe the knowledge and...

  • Turning Guest Speakers' Visits into Active Learning Opportunities. Dalakas, Vassilis // Atlantic Marketing Journal;Summer2016, Vol. 5 Issue 2, p93 

    While guest speakers have a lot to offer, the traditional format of their visits to marketing classes may hinder student engagement. This paper describes an idea used in marketing classes intended to increase active learning and to maximize impact of guest speakers' visits. It involves creating...

  • Unlearning with technology. Greener, Sue // Interactive Learning Environments;Sep2016, Vol. 24 Issue 6, p1027 

    An introduction is presented in which the editor discusses various reports within the issue on topics related to interactive learning.

Share

Read the Article

Courtesy of THE LIBRARY OF VIRGINIA

Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics