Evaluation Of Student Preferences And Learning Outcomes Of Computer Based Teaching For A Manufacturing Processes Laboratory

Studies conducted by a number of investigators indicate that there are no negative outcomes when computer-based teaching (CBT) is used in place of or in conjunction with a traditional lecture. We performed three studies concerning student preferences and learning as a function of the instructional design and delivery of CBT modules. The studies were conducted in conjunction with the development of twenty-one CBT modules for an Introduction to Manufacturing Processes laboratory that emphasized metal removal. Study results indicate there is no statistically relevant difference in learning between students using material presented with traditional multimedia (35mm slides and cassette tapes) and the identical material presented with digital multimedia. Engineering students’ preferences for interface design and audio and visual information presentation are also presented. The interface design, overall, benefited greatly by employing the talents of technical writing majors. The most important result is that learning outcomes of a reader-driven CBT module were found to be statistically lower than those associated with author-driven CBT module, especially for average and below-average students. These results suggest that if students must absolutely understand material, e.g., laboratory safety, the CBT should be author-driven. Based on these results, we speculate that average and below average engineering students are more linear learners. A hybrid scheme, where information presentation transitions from an author-driven to a reader-driven environment may help weaker students develop better non-linear, open-ended problem solving skills.