Distributive Learning in Introductory Chemical Engineering: University Students' Learning, Motivation, and Attitudes Using a CD-ROM

Abstract

This article reports a study in which student performance and approaches to study in a CD-ROM version of a chemical engineering course were examined. The study consists of three phases. The purpose of phase 1 was to evaluate of the efficacy of CD-ROM for this content and student population. Therefore, we compared the performance of students who participated in a traditional classroom offering with those who participated in the CD-ROM version. The results supported the soundness of the CD-ROM based instruction. In phase 2, we interviewed students who were successful and less successful in the course to examine any differences in the strategies they used for learning the content. Differences consistent with a surface versus deep approach to studying were found. Prior to the third phase, the CD-ROM and approaches to learning instrument were modified and then a new group of students was examined to determine the factors that contribute to success in the CD-ROM version. Results showed that deep cognitive engagement and motivation, defined in terms of goals and self-efficacy, were significant predictors of success uses two indices of course performance. The results suggest that although technology provides opportunities for learners to learn in increasingly independent environments, educators need to prepare students to learn independently using newer electronic technologies. Most higher education institutions are currently exploring ways to integrate technology into the curriculum. For many institutions, the primary motivation for turning to technology is to compete successfully for students who are interested in programs that offer courses that are conveniently delivered at a distance or via distributive learning environments. Distributive learning, which involves the use of technology to provide instruction in a manner that does not require the learner to be present with an instructor, can also change the nature of education so that it becomes less teacher-directed and more learner-centered. This type of change served as the impetus for the development of a CD-ROM for teaching an introductory Chemical Engineering course. The purpose of the three-phase study reported here was to examine learning, motivation, and attitudes toward learning shown by students using a CD-ROM to learn introductory material in Chemical Engineering. We concur with Navarro and Shoemaker's (2000) assertion that there is insufficient predictive research on distributive learning environments and with this work hoped to shed further light on the factors that predict success in distributive learning environments. BACKGROUND LITERATURE

Testing differential effects of computer‐based, web‐based and paper‐based administration of questionnaire research instruments

“…At the top of each page of items is an illustrative scale, with all 5 points anchored: 1 = strongly disagree , 2 = disagree , 3 = undecided , 4 = agree and 5 = strongly agree . Subscale α typically range from the 0.60–0.90s (see Greene, Dillon & Crynes, 2003; Miller, Greene, Montalvo, Ravindran & Nichols, 1996).…”

Differential Effects of Web-Based and Paper-Based Administration of Questionnaire Research Instruments in Authentic Contexts-of-Use

“…The items are aligned to the left side of the page, with a 1-5 Likert-type scale on the right side. At the top of each page of items is an illustrative scale, with all 5 points anchored: 1 = strongly disagree, 2 = disagree; 3 = undecided; 4 = agree; and 5 = strongly agree (subscale alphas range from the .60s-.90s; Greene, Dillon, & Crynes, 2003;Miller, Greene, Montalvo, Ravindran, & Nichols, 1996).…”