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Introduction
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Publications
Publications (47)
Instructors traditionally lecture on new content before providing practice problems, but learning is often superficial. Exploratory learning before instruction deepens conceptual understanding by giving students a novel activity to explore before direct instruction. We examined how increasing the salience of contrasting cases in exploration versus...
The promise of engineering and computing education is to prepare and fully equip students to solve societal problems that are complex, open-ended, and/or poorly defined
[1]
. So far, engineering and computing educators have made notable progress toward fulfilling this promise. However, established practices are constantly tested by new challenges...
Background
Undergraduate STEM instructors want to help students learn and retain knowledge for their future courses and careers. One promising evidence-based technique that is thought to increase long-term memory is spaced retrieval practice, or repeated testing over time. The beneficial effect of spacing has repeatedly been demonstrated in the lab...
STEM undergraduate instructors teaching remote courses often use traditional lecture-based instruction, despite evidence that active learning methods improve student engagement and learning outcomes. One simple way to use active learning online is to incorporate exploratory learning. In exploratory learning, students explore a novel activity (e.g.,...
This Complete Research Paper describes student learning outcomes following a lesson on isometric drawings in a first-year engineering course. We compared learning outcomes between students in an exploratory learning condition, who participated in an activity prior to content instruction, and those who received the instruction first, followed by the...
This full-length research paper presents results from a machine-learning analysis of engineering student persistence at a large southeastern university. Students leave engineering school for many reasons, ranging from low math preparation to a low sense of belonging in engineering, which can be viewed through the Situated Expectancy Value Theory (E...
In learning and instructional settings, solving a novel problem before instruction (exploratory learning) has been shown to improve learners’ conceptual knowledge through productive failure. During exploration, students test hypotheses allowing them to activate and connect their prior knowledge with new knowledge, creating more integrated schemas i...
Background
In exploratory learning, students first explore a new topic with an activity and then receive instruction. This inversion of the traditional tell‐then‐practice order typically benefits conceptual knowledge and transfer, but not always.
Aims
The current work examines the impact of including contrasting cases in an exploration activity, w...
After being taught how to perform a new mathematical operation, students are often given several practice problems in a single set, such as a homework assignment or quiz (i.e., massed practice). An alternative approach is to distribute problems across multiple homeworks or quizzes, increasing the temporal interval between practice (i.e., spaced pra...
This Special Issue is a product of the collaboration between the Frontiers in Education (FIE) Conference and the IEEE Transactions on Education (IEEE ToE) Journal, both known for producing high-impact, peer-reviewed scholarly publications. FIE was founded in 1971 by the IEEE Education Society, joined by the ASEE Educational Research and Methods (ER...
Flipped classrooms are increasingly popular due to improvements in online technology and expected benefits in student engagement and learning. Although research has increased dramatically in the last 10 years, few studies have assessed the effectiveness of flipping large enrollment, barrier mathematics courses. Creating a comprehensive flipped clas...
Retrieving information from memory increases the likelihood the information will be remembered later. The strategic use of retrieval to enhance memory is known as retrieval practice. Teachers can exert considerable control over students’ retrieval practice, dictating when and how much students practice. Laboratory research has shown that retention...
This Full-Paper in the Research Category analyzed longitudinal data from the University of Louisville's J. B. Speed School of Engineering to better understand the relationship between 1) progression and performance in the required mathematics courses for all engineering majors, 2) retention in engineering (year 1 and year 2) and 3) persistence to g...
