Learning practices of contemporary engineering undergraduates assigned online homework

Document Type

Conference Paper

Journal/Book Title/Conference

Proceedings of the 6th Research in Engineering Education Symposium

Location

Dublin, Ireland

Publication Date

1-1-2015

Abstract

Despite challenges related to unprecedented student access to information online, textbook problems remain widely used as the basis of assignments and study materials within undergraduate engineering education. Currently, the research literature provides limited guidance concerning effective ways to implement these assignments within contemporary engineering courses. To explore how today’s engineering undergraduates construct knowledge while engaged in textbook-based assignments, this study qualitatively investigated the learning practices of students enrolled in a required undergraduate engineering course at a mid-size, public university in the western United States. Within the case course, students electronically submitted answers to assigned textbook problems for graded credit. Findings from semi-structured interviews suggested that students’ perceptions and use of resources substantially departed from instructor intent and course policy. Additionally, the format of the online submission process was seen to affect students’ preference for unsupported, nontraditional resources during assignment preparation.

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