Interactive Web-based Classroom Teaching Techniques: An Effectiveness Methodology for Aerospace Concepts

Most engineering courses require some level of work to be done by students using internet. A vast majority of material taught in classes is available online. Theoretically, a student could learn almost everything they want from the online resources. In this research, a comparative study is done between students learning and understanding when some basic aerospace concepts are taught in a traditional lecture based classroom versus when students are told to look for the same material on the internet. The results indicate that, although all the material taught in the classroom is available on the internet, students do not perform better when they exclusively use internet for learning. However a traditional lecture based class coupled with internet resources yields the favorable results. Introduction The goal of this research is to explore the best classroom learning approach for engineering students. The idea of deductive vs. inductive techniques has been explored extensively in liberal arts. In recent studies, it has been shown that students learn better when they are given the task of student centered active learning in a classroom [1, 2]. The inductive techniques of learning have been successfully implemented. In the traditional deductive methodology, the instructor teaches students a certain concept and then gives a test, whereas; the inductive approach is student centered and interactive. A topic is introduced to the students, they are allowed to do their own search through exploration, and then they present their findings and take a quiz at the end [3]. In the liberal arts disciplines, it is found that through the inductive approach, students learn faster, better and retain longer. Inductive learning is active learning. It keeps all the students involved and interested. The idea of this study is to explore and see if similar approach can be applied to the engineering students. The style, in which the engineering curriculum is presented, is significantly different from that of the liberal arts. The liberal arts courses are traditionally knowledge based, whereas engineering courses are knowledge and problem solving based, critical thinking intensive and often numerically challenging. In this study, the investigators will explore whether the inductive techniques successfully implemented in the liberal arts are also applicable in the engineering disciplines [4]. The study is based on the hypothesis that the use of multimedia devices and online learning in classrooms can significantly enhance student learning and retention. An experimental research study is conducted on multidisciplinary engineering students. The control group is taught certain aerospace engineering concepts using traditional lecture based methodologies. The experiment group is taught the same material by letting students learn the material by exploring on their own using the World Wide Web. Bias is removed by using students and instructors, with no prior P ge 25827.2 acquaintances, in each group. Similarly the material introduced to each group, although engineering based, is unique in the sense that the students have not been previously exposed to it. The results of the two groups are compared and the hypothesis is tested. Student performance in each group is also compared based on age, ethnicity, major, year of study in college, and previous job experience. Hypothesis Student learning in an engineering class can be improved through interactive online classroom activities including supervising students to learn the material on their own, by letting them explore through the text book, internet, and use of multi-media devices e.g. cell phone, IPod touch, Ipad, etc. Teaching Approaches To verify the hypothesis, study these approaches, collect data, and compare results, the following different styles of teaching are used in several different engineering classes of similar level. Case A: Traditional classroom style of teaching using Power Point slides, and white / blackboard is employed. The instructor does most of the talking and students listen passively. At the end of the study, students take a quiz. Case B: The instructor uses props to describe different concepts. Students listen, are encouraged to ask questions, and see and touch the model (prop) and then take the test at the end of the lecture. Case C: The instructor introduces the topics of discussion and asks student to explore the subject matter. Students use internet, handheld devices, books, discussion, and other sources to collect information on their own. Instructor is present to answer any questions during the exploratory period. Students are also encouraged to discuss amongst each other. Students take the test at the end of the exploratory period. All three groups are given equal amount of time e.g. in Case A, if the instructor takes 15 minutes to explain a concept by writing information on the board, or in Case B by using props, the same amount of time is given to students in case C to explore the subject matter on their own. Data Collection After the lecture in Case A and B, or self-guided study in Case C, students are given a quiz from the material that they are required to learn. At the end of the quiz, there is a small survey. Following data is collected from the students as part of the test at the end of the study. • Age • Major P ge 25827.3 • Year of study in college (freshman, sophomore, junior, senior etc.) • Current job title (if any) • Previous job title (if any) This data helps isolate the outliers. It also helps the investigators put results of different groups in different categories and draw inferences. Test Questions Test questions are based on the topics introduced in class, lecture given in Case A, props used in Case B, and the instructions given to the students to find the relevant material using the internet. Since the same material is covered in all three cases, identical quizzes are given in all three cases. Following is a snapshot of the quiz given to students. Figure 1: Snapshot of the quiz questions P ge 25827.4 Figure 1b: Snapshot of the quiz questions (continued) P ge 25827.5 Figure 1c: Snapshot of the quiz questions (continued) Students are also introduced the equation of lift. Questions 3, 4, and 5 can be answered when the equation of lift is understood. where • L is lift force, • ρ is air density • v is true airspeed, • A is planform area, and • CL is the lift coefficient at the desired angle of attack, Mach number, and Reynolds number [5]. P ge 25827.6 In Case C, students are given the resources that they can explore on the internet to understand the equation of lift. The same quiz is given to all groups. Questions 3, 4, and 5 help determine whether students can understand mathematical equations and engineering formulas on their own in Case C. The relationships between lift produced by the wings of an aircraft and aircraft velocity, air density, and angle of attack can only be completely understood if the student learns and understand the equation of lift. The comparison of student performance in questions 1, and 2, which are knowledge based, with questions 3, 4, and 5, which are analytical, help determine whether students learn different types of knowledge using the same method of teaching. Evaluation of performance of students in questions 3, 4, and 5 help determine whether there is a difference in student learning when taught by the instructor (Case A and B) and when students learn formulas and engineering equations on their own (Case C). The last question in the survey, which asks about student’s perception of internet usage to learn class material, will help determine whether they actually learn material better or whether they perceive it that way and vice versa. Qualitative Results The results obtained from the above survey are compared both qualitatively and quantitatively for each case. Some of the qualitative student responses received for Case A are listed in Table 1. Table 1: Qualitative responses for Case A Like • Like the option of different ideas • The information is always available • Liked it all very interesting • Good Graphics Dis-Like • Dislike: Ambiguity in learning goals Case A indicates that students who do not to use the internet and are taught using the traditional lecture based technique, generally like the idea of being able to use the computer, hand-held devices etc. to access to internet to learn the material. The qualitative results obtained for Case B are shown in Table 2. P ge 25827.7 Table 2: Qualitative responses for Case B Like • It was fine I wish you pointed more to the diagram • It provided a good visual aid