Student Attitudes in the Transition to an Active-Learning Technology

Authors

  • Milo D. Koretsky Oregon State University
  • Bill J. Brooks Oregon State University

Abstract

Changes in student perceptions to a novel technology-based, active-learning pedagogy using a custom, sophisticated, personal response system called WISE were studied over the first five years it was used. Students tended to view active learning more favorably over time, particularly in regards to statements that required them to be interpretive of their own learning. They also perceived that being required to write explanations prompted them to think more deeply about multiple-choice conceptual questions. Implications for adopting active-learning techniques are discussed.

Author Biographies

Milo D. Koretsky, Oregon State University

Milo Koretsky is a professor in the School of Chemical, Biological, and Environmental Engineering at Oregon State University. He received his B.S. and M.S. degrees from UC San Diego and his Ph.D. from UC Berkeley, all in chemical engineering. He currently has research activity in areas related to thin films engineering education and materials processing and is interested in integrating technology into effective educational practices and in promoting the use of higher-level cognitive skills in engineering problem solving.

Bill J. Brooks, Oregon State University

Bill Brooks is Ph.D. candidate in the School of Chemical, Biological, and Environmental Engineering at Oregon State University. He is the primary programmer for the WISE learning tool. As an undergraduate student, he studied hardware engineering, software engineering, and chemical engineering. His thesis research involves investigating the interplay of content, pedagogy, and technology in student learning.

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Published

2012-01-01

Issue

Vol. 46 No. 1 (2012): Winter 2012

Section

Manuscripts