Teaching Engineering Dynamics by Use of Peer Instruction Supported by an Audience Response System

Autor/in	Schmidt, Bjarne
Titel	Teaching Engineering Dynamics by Use of Peer Instruction Supported by an Audience Response System
Quelle	In: European Journal of Engineering Education, 36 (2011) 5, S.413-423 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2011.602185
Schlagwörter	Teaching Styles; Teacher Characteristics; Audience Response; Engineering; Teaching Methods; Engineering Education; Peer Teaching; Handheld Devices; Synchronous Communication; Technology Uses in Education; Educational Technology; Outcomes of Education; Learning Processes; Self Evaluation (Individuals); Satisfaction; Active Learning; Pretests Posttests; Introductory Courses; Higher Education + Suchen Sie Ihr Suchwort? Lehrstil; Unterrichtsstil; Zuschauerverhalten; Maschinenbau; Teaching method; Lehrmethode; Unterrichtsmethode; Ingenieurausbildung; Peer group teaching; Peer Group Teaching; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Lernleistung; Schulerfolg; Learning process; Lernprozess; Zufriedenheit; Aktives Lernen; Einführungskurs; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	The use of electronic audience response systems in university teaching is currently increasing rapidly. This paper describes how a consistent use of peer instruction facilitated by an audience response system has been introduced in an introductory engineering dynamics course. Data are presented that reveal that this teaching style leads to an increased learning outcome, especially regarding the students' conceptual understanding of the subject. Further results show that the students are very satisfied with the teaching style and they give high rankings on several parameters, which is important to the learning process. Finally, this study indicates that the use of clickers provides the students with a more critical and hence maybe a more realistic self-assessment of their academic outcome. (Contains 1 figure and 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10