Basic Engineering Software for Teaching (“BEST”) Dynamics

Flori, Ralph E.; Koen, Mary A.; Oglesby, David B.

doi:10.1002/j.2168-9830.1996.tb00209.x

Cited by 49 publications

(53 citation statements)

References 2 publications

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“…These digital technologies have enormous potential for reshaping engineering education by aligning it more closely with the visual learning style of current engineering students and also address the needs of geographically distributed students. In order to address these problems and to bring about transformative changes in engineering education pedagogy-from TCL to students-centered learning (SCL)-engineering educators have created many active learning tools such as web-based multimedia modules [13][14][15][16][17] and virtual labs [18][19][20][21][22][23][24][25][26] that can be accessed by distance learners as well as campus-based students.…”

Section: Introductionmentioning

confidence: 99%

“…Although several previous studies involving webbased interactive modules and virtual labs have appeared in the literature in recent years [13][14][15][16][17][18][19][20][21][22][23][24][25][26], two factors set the present study apart from previous studies on this topical area. First, unlike many previous studies dealing with one or two modules in a given course, the scope of the present study is quite broad, involving several courses, faculty and disciplines.…”

Section: Introductionmentioning

confidence: 99%

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Web-Based Simulation Modules as Supplement for Enhancing Learning in Lecture and Laboratory-Based Engineering Courses

Chaturvedi¹,

Prabhakaran²

2015

Journal of Engineering Education Transformations

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: Keywords:Results are presented from an NSF supported project that validate the hypothesis that students`learning gains can be enhanced through integration of web-based interactive simulation and visualization modules in engineering courses. The im plemen ted mo du les wer e u sed in t he "supplementation" mode wherein students used these modules along with conventional lecture or laboratory classes. In order to gage the effectiveness of each implemented module a "control" group, without access to the module, and an "experimental" group, with access to the module, were identified. Performance of students in both groups in an identical quiz was analyzed statistically to determine if the introduction of web-based modules favorably affected students`learning outcomes. Since both "control" and "experimental" groups may have different demographic profiles -different age, ethnicity, gender etc. -a demographic factor analysis was also conducted for each module to assess if the impact of demographic factors rises to the level of statistical significance.Results of statistical analysis indicated that of the twenty eight learning outcomes tested in eight engineering courses, fifteen showed statistically significant improvement in quiz scores for "experimental" groups over corresponding "control" groups. Even though for thirteen outcomes the quiz scores were generally higher for the "experimental" groups, improvement in quiz scores over the control group performance was not statistically significant. The demographic factor analysis also showed that whereas gender, ethnicity, course load and math SAT scores are not significant factors for the pedagogy of learning with the web-based simulation and visualization modules, the cumulative GPA was a significant factor in five out of nine modules.The results presented in this large scale study, spanning over three engineering disciplines, demonstrates the favorable impact of web-based simulation and visualization modules on student learning. The project has not only led to enhanced student learning in engineering courses and faculty development but it has also contributed to engineering pedagogy by demonstrating the effectiveness of webbased simulation and visualization modules when used in the "supplementation" mode with conventional lectures or lab classes.Visualization, Simulation, Assessment, Web-based Modules.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Web-Based Simulation Modules as Supplement for Enhancing Learning in Lecture and Laboratory-Based Engineering Courses

Chaturvedi¹,

Prabhakaran²

2015

Journal of Engineering Education Transformations

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“…remains unanswered. [8], [9], [16], [17], [22], [24], [30], [34], [35], [36], [39], [41], [43], [47], [50], [53], [54] 10 -4 4…”

Section: The Research Gapsmentioning

confidence: 99%

Application of Computer Simulation and Animation (CSA) in Teaching and Learning Engineering Mechanics

Tajvidi

Fang

2015 ASEE Annual Conference and Exposition Proceedings

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Moe Tajvidi is a PhD student in engineering education at Utah State University. His BSc and MS degrees are in civil and structural engineering and he has a sixteen year long career experience in structural engineering along with four years of college instruction of both basic and advanced civil engineering courses. In his teaching experience he has been committed to introducing real life engineering problems to the learning environment. The subjects he has taught include engineering mechanics (statics, dynamics, and mechanics of material), soil mechanics and foundation engineering. His research areas of interest include: use of computer simulation in engineering education, project-based learning and innovative teaching techniques in interdisciplinary topics. He is also a member of ASCE and ASEE. Prof. Ning Fang, Utah State UniversityNing Fang is a Professor in the College of Engineering at Utah State University, USA. He has taught a variety of courses at both graduate and undergraduate levels, such as engineering dynamics, metal machining, and design for manufacturing. His areas of interest include computer-assisted instructional technology, curricular reform in engineering education, the modeling and optimization of manufacturing processes, and lean product design. He earned his PhD, MS, and BS degrees in mechanical engineering and is the author of more than 60 technical papers published in refereed international journals and conference proceedings. He is a Senior Member of the Society for Manufacturing Engineering, a member of the American Society of Mechanical Engineers, and a member of the American Society for Engineering Education.c American Society for Engineering Education, 2015Page 26.221.1 Application of Computer Simulation and Animation (CSA) in Teaching and Learning Engineering Mechanics AbstractUse of computer simulation and animation (CSA) in higher education is growing rapidly and has become a major trend in undergraduate engineering education. This paper conducts a comprehensive and critical literature review regarding the use of CSA as a learning aid to teach engineering mechanics courses. The paper addresses two main topics: (1) pedagogical innovations in the instruction of engineering mechanics, and (2) using CSA as a learning tool in engineering mechanics education. Representative pedagogical innovations are clustered into three categories: (1) altering the engineering mechanics curriculum, (2) active learning strategies, and (3) the application of enhancement resources. Focusing on CSA as an effective enhancement tool, this literature review summarizes the main characteristics of CSA modules that impact student learning: visualization enhancement, interactive features, and straightforwardness. Major theoretical, methodological issues and practical implications as well as the strengths and weaknesses in the published studies within cognitive learning domain are reviewed. The literature review show that although all studies justify the practical effectiveness of CSA modules in improving learnin...

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“…Simulations (e.g., something similar to the "BEST" software described in [7], [8], [9], and [10]) will be integrated into the curriculum in the first year to reduce the emphasis on a largely intuitive understanding of Dynamics. Several different problem simulations, representing a selection of typical kinematics and kinetics problems for both particles and rigid bodies, will be completed.…”

Section: Proposed Interactive Dynamics Learning Coursementioning

confidence: 99%

An Interactive Dynamics Learning Course

Mehendale¹,

Irwin²,

Marlor³

2015 ASEE Annual Conference and Exposition Proceedings

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The key course of Dynamics, taught in all Engineering and Engineering Technology (ET) curricula, covers a broad spectrum of foundational concepts, such as velocity, acceleration, force, energy, impulse, and momentum. It is well recognized that Dynamics is a fundamental building block for many subsequent courses such as Machine Design, Applied Fluid Mechanics, Thermodynamics, and Heat Transfer. Engineering programs often focus on theory and conceptual design, while ET programs emphasize the applications of these principles. However, in Engineering and ET, successful learning of Dynamics demands several interrelated skills on the part of students, beginning with spatial visualization, a clear grasp and application of physical concepts in various settings, followed by mathematical skills. These skills, if developed harmoniously, should lead to the successful development of problem-solving skills in Dynamics. However, in our consistent experience, students struggle with spatial visualization as well as physical concepts, which blocks further progress in their learning. At two engineering universities, Michigan Technological University and Northern Michigan University, Dynamics courses (MET 2130 and MET 310, respectively) are high-enrollment, high-impact sophomore MET core courses. 2004-2013 GPA data for MET courses offered at Michigan Technological University confirm the statement made by Magill [1] that Dynamics is "one of the more difficult courses that engineering students encounter during their undergraduate study."Dynamics is essentially the study of motion, but textbooks and whiteboards, the traditional classroom teaching tools, cannot capture this motion. MET 2130 and MET 310 have traditionally been taught in "chalk and talk" mode, where the instructor presents three, 50-minute lectures or two 100-minute lectures per week. For the majority of the class duration, students passively take notes on theory and example problems presented by the instructor, while about ten minutes might be devoted to questions and answers. In this way, students are not actively engaged in the learning process. To try and remedy these deficiencies, we plan to develop an interactive class that will essentially transform the lecture-intensive course into an "Interactive Dynamics Learning Course" (IDLC) that will a.directly address the hands-on learning approach of ET students, b.enable students to clearly visualize particle and rigid body motion and forces, which they struggle with in traditional classes, c.enhance their comprehension of key physical concepts, and thereby d.improve their problem-solving skills and grasp of the subject.To study the impact on student learning in the IDLC, a pilot study was conducted at Northern Michigan University, the results of which are reported in this article. A manipulative model of a four-bar mechanism was designed and fabricated at Northern Michigan University that students directly worked with. This pilot study allowed students to explore the relative motion of various elements of the li...

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Basic Engineering Software for Teaching (“BEST”) Dynamics

Cited by 49 publications

References 2 publications

Web-Based Simulation Modules as Supplement for Enhancing Learning in Lecture and Laboratory-Based Engineering Courses

Web-Based Simulation Modules as Supplement for Enhancing Learning in Lecture and Laboratory-Based Engineering Courses

Application of Computer Simulation and Animation (CSA) in Teaching and Learning Engineering Mechanics

An Interactive Dynamics Learning Course

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