Transforming Undergraduate Engineering Education through Adaptive Learning and Student Data Analytics

通过适应性学习和学生数据分析改变本科工程教育

基本信息

批准号：
2013271
负责人：
Autar Kaw
金额：
$ 59.98万
依托单位：
University of South Florida
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2020
资助国家：
美国
起止时间：
2020-07-01 至 2024-06-30
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=2013271&HistoricalAwards=false
关键词：
Transforming Undergraduate Engineering Education through

项目摘要

This project aims to serve the national interest by improving student learning in STEM by integrating personalized pre-class experiences that adapt individually to each student’s level of knowledge. Active learning in the classroom has been proven effective for strengthening student engagement and improving student learning outcomes. The flipped classroom is one popular active learning approach. In flipped classrooms, students learn basic information from resources such as online lecture videos and automated testing. This learning takes place at each students’ own pace, prior to the regular class lecture. Then, during the lecture period, students collaborate with their peers to solve problems that apply the knowledge they learned outside of class. This project aims to improve the flipped classroom approach by integrating personalized and adaptive pre-class content into each student's learning experiences. The use of adaptive lessons aligns well with "Advancing Personalized Learning," one of the National Academy of Engineering's 21st Century Grand Challenges. Most engineering problems are complex; they may take a long time to solve and often do not have single solutions. To develop the ability to solve such problems, most undergraduate STEM students take a course in Numerical Methods. This project involves the development of adaptive lessons for a course in Numerical Methods and the assessment of the cognitive and affective learning outcomes of students in such courses at three diverse institutions: the University of South Florida, Arizona State University, and Alabama A&M University. A significant part of the assessment effort will focus on various demographic segments, including underrepresented minority, female, and Pell Grant students, to ensure that all materials work well across diverse student populations. Students' engagement with and performance in the adaptive lessons will also be analyzed in real-time to support student success. For example, proactive interventions and resources will be created that can be implemented as soon as students show signs of struggling in the course. The project restructures the Numerical Methods course as a flipped classroom with personalized, adaptive learning. This project will also compare a flipped classroom with and without the use of adaptive lessons relative to student cognitive and affective learning outcomes, and through analytics of student learning data. Metrics used in the investigation include both qualitative and quantitative measures of multiple assessments to verify the consistency of findings. The project will deliver instructional materials that facilitate best practices for teaching STEM courses in flipped mode with adaptive learning lessons, thereby contributing to the knowledge base for advancing personalized learning. Dissemination avenues include workshops, manuscripts, open education resource portals, and social media. This project is funded by the NSF Improving Undergraduate STEM Education: Education and Human Resources program, which supports research and development projects to improve the effectiveness of STEM education for all students. Through the Engaged Student Learning track, the program supports the creation, exploration, and implementation of promising practices and tools.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

该项目旨在通过整合适合每个学生知识水平的个性化课前体验来改善学生的 STEM 学习，从而服务于国家利益。事实证明，课堂中的主动学习对于增强学生的参与度和提高学生的学习成果是有效的。翻转课堂是一种流行的主动学习方法，在翻转课堂中，学生可以在常规课堂讲座之前按照每个学生自己的进度学习基本信息。在讲座期间，学生与同伴合作解决以下问题：该项目旨在通过将个性化和适应性课前内容融入每个学生的学习体验中来改进翻转课堂方法，适应性课程的使用与“推进个性化学习”非常吻合。美国国家工程院的 21 世纪重大挑战。大多数工程问题可能需要很长时间才能解决，并且通常没有单一的解决方案，大多数 STEM 本科生都会学习数值方法课程。 .这个项目涉及为数值方法课程开发适应性课程，以及评估南佛罗里达大学、亚利桑那州立大学和阿拉巴马农工大学这三个不同机构的学生的认知和情感学习成果。评估工作的重点将集中于不同的人口群体，包括代表性不足的少数族裔、女性和佩尔助学金学生，以确保所有材料在不同学生群体中都能发挥良好作用，学生对适应性课程的参与和表现也将得到真实分析。 - 支持学生成功的时间。例如，一旦学生在课程中表现出挣扎的迹象，就会创建积极的干预措施和资源，该项目将数值方法课程重组为具有个性化、适应性学习的翻转课堂。使用或不使用与学生认知和情感学习成果相关的适应性课程，并通过对学生学习数据的分析，包括多项评估的定性和定量测量，以验证研究结果的一致性。促进最佳教学实践的教学材料翻转模式的 STEM 课程与适应性学习课程，从而为推进个性化学习奠定了知识基础。传播途径包括研讨会、手稿、开放教育资源门户和社交媒体。该项目由 NSF 改善本科生 STEM 教育：教育资助。人力资源计划，该计划支持研究和开发项目，以提高所有学生 STEM 教育的有效性。通过参与学生学习轨道，该计划支持有前景的实践和工具的创建、探索和实施。该奖项反映了 NSF 的法定奖项。使命，并通过使用基金会的智力价值和更广泛的影响审查标准进行评估，被认为值得支持。