CAREER: Assessing and Improving Online Learning Spaces for Diverse and High-Attrition Engineering Students

职业:评估和改善多元化和高流失率工程专业学生的在线学习空间

基本信息

  • 批准号:
    1454558
  • 负责人:
  • 金额:
    $ 50万
  • 依托单位:
  • 依托单位国家:
    美国
  • 项目类别:
    Standard Grant
  • 财政年份:
    2015
  • 资助国家:
    美国
  • 起止时间:
    2015-04-01 至 2021-03-31
  • 项目状态:
    已结题

项目摘要

Evaluating and Improving Online Courses For Engineering Undergraduates from Diverse Backgrounds Increasing the retention and achievement of women, minorities, and high attrition groups in engineering is of paramount national strategic interest, and online learning has emerged as a popular strategy for expanding access. However, there is limited evidence that online courses work for the diverse groups of students in engineering classes. In fact, early findings from other disciplines suggest that virtual instruction exacerbates achievement gaps. This proposal pushes research and practice to better serve all of the varieties of engineering students in three major ways. First, it analyzes underrepresented or high attrition student groups independently, rather than studying average effects for a whole class. Second, it tracks individual student behaviors to better explain differences in student success and better recommend support systems that are tailored to unique students. And, third, it studies undergraduate online and blended learning in five widely varying contexts, including two international sites, to greatly expand the spectrum of tools that can inform undergraduate engineering in the United States, in particular, in a large public university setting. This is achieved through the investigator's study of and collaboration with four introductory engineering courses at diverse institutions. Enhancing digital educational tools to better support unique groups of students, especially those that have high rates of attrition, can fulfill the nation's growing need for a highly qualified and diverse engineering workforce.Online learning as a policy tool for access to STEM education has abounded - despite the fact that there is minimal or contradictory evidence that online learning, as currently practiced, is an effective instrument for increasing access, equity, or achievement. Research efforts to estimate differential effects are few, and few studies focus on online learning for high attrition post-secondary students in the high need discipline of engineering. The primary goals of this proposal are, first, to carefully examine in situ the implementation, behaviors, and experiences of diverse sub-groups, in particular, high-attrition students, in online/blended environments in undergraduate engineering classes; and, second, to critically evaluate the assertion that online/blended structures are significantly related to achievement for these important sub-groups. This leads to four research questions: (1) Are the estimated quantitative effects of online and blended learning tools and structures (e.g., MOOCs, flipped classrooms) persistent for high attrition learner demographics?, (2) What online structures and behaviors significantly (practically and statistically) predict higher achievement for these students?, (3) What differences in student behaviors and outcomes might be related to or mediated by the institutional context in which instruction is taking place?, and (4) What are the implications for future research design and educational policy? These questions will be answered using a cross-national multi-case approach, applying quasi-experimental methods to four online courses from diverse institutional contexts. In each study, advanced regression techniques are applied to understand how individual students' backgrounds, access of materials, and online behaviors predict achievement. Background study with nationally-and internationally-representative secondary data will contextualize course-specific findings. Qualitative interviews will complement quantitative findings. Results will inform iterative improvements of the four study courses and the PI's first-year engineering course at Purdue over the five-year project lifecycle.
提高女性、少数民族和高流失率群体在工程专业的保留率和成绩是国家最重要的战略利益,在线学习已经成为扩大学习机会的一种流行策略。然而,有有限的证据表明,在线课程适用于工程类的不同学生群体。事实上,其他学科的早期研究结果表明,虚拟教学加剧了成绩差距。这一建议推动了研究和实践,以三种主要方式更好地服务于各种工程专业的学生。首先,它独立分析代表性不足或流失率高的学生群体,而不是研究整个班级的平均影响。其次,它跟踪学生的个人行为,以更好地解释学生成功的差异,并更好地推荐为独特学生量身定制的支持系统。第三,它在五种广泛不同的背景下研究本科在线和混合学习,包括两个国际网站,以极大地扩展工具的范围,可以为美国的本科工程提供信息,特别是在大型公立大学环境中。这是通过研究者对不同机构的四门入门工程课程的研究和合作实现的。加强数字教育工具,以更好地支持独特的学生群体,特别是那些流失率高的学生群体,可以满足国家对高素质和多样化工程劳动力日益增长的需求。在线学习作为获得STEM教育的政策工具已经大量存在,尽管目前很少有或相互矛盾的证据表明在线学习是增加机会、公平或成就的有效工具。评估差异效应的研究工作很少,而且很少有研究关注工程等高需求学科的高流失率高等教育学生的在线学习。本提案的主要目标是,首先,仔细检查不同子群体的实施、行为和经验,特别是高流失率的学生,在本科工程课程的在线/混合环境中;其次,批判性地评估在线/混合结构与这些重要子群体的成就显着相关的断言。这导致了四个研究问题:(1)在线和混合学习工具和结构(例如,mooc,翻转课堂)的估计定量效应是否对高流耗学习者人口统计数据持续存在?(2)哪些网络结构和行为显著地(实际和统计上)预测了这些学生的更高成绩?(3)学生行为和结果的哪些差异可能与教学所处的制度环境有关或受其影响?(4)这对未来的研究设计和教育政策有何启示?这些问题将使用跨国多案例方法来回答,将准实验方法应用于来自不同机构背景的四门在线课程。在每项研究中,先进的回归技术被应用于了解学生个人的背景、材料的获取和在线行为如何预测成绩。背景研究与国内和国际上具有代表性的二手数据将背景课程的具体发现。定性访谈将补充定量调查结果。结果将告知在五年的项目生命周期中,四个研究课程和PI在普渡大学的第一年工程课程的迭代改进。

项目成果

期刊论文数量(1)
专著数量(0)
科研奖励数量(0)
会议论文数量(0)
专利数量(0)
Analyzing productive learning behaviors for students using immediate corrective feedback in a blended learning environment
  • DOI:
    10.1016/j.compedu.2017.09.013
  • 发表时间:
    2018-02-01
  • 期刊:
  • 影响因子:
    12
  • 作者:
    Chen, Xin;Breslow, Lori;DeBoer, Jennifer
  • 通讯作者:
    DeBoer, Jennifer
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Jennifer DeBoer其他文献

Bringing student backgrounds online: MOOC user demographics, site usage, and online learning
在线提供学生背景:MOOC 用户人口统计、网站使用情况和在线学习
  • DOI:
  • 发表时间:
    2013
  • 期刊:
  • 影响因子:
    0
  • 作者:
    Jennifer DeBoer;G. Stump;Daniel T. Seaton;Andrew D. Ho;David E. Pritchard;L. Breslow
  • 通讯作者:
    L. Breslow
What does an In-Class Meeting Entail? A Characterization and Assessment of Instructor Actions in an Active, Blended, and Collaborative Classroom
课堂会议意味着什么?
  • DOI:
  • 发表时间:
    2017
  • 期刊:
  • 影响因子:
    0
  • 作者:
    David Evenhouse;Rohit Kandakatla;Nick A. Stites;Nimit Patel;A. Zadoks;Taylor Prebel;Jennifer DeBoer;C. Freitas;C. Krousgrill;E. Berger;J. Rhoads
  • 通讯作者:
    J. Rhoads
Developing Direct Measures of Global Competence
制定全球能力的直接衡量标准
  • DOI:
    10.18260/1-2--19412
  • 发表时间:
    2013
  • 期刊:
  • 影响因子:
    0
  • 作者:
    Jennifer DeBoer;G. Stump;Frances Carter;Gayle Allen;L. Breslow
  • 通讯作者:
    L. Breslow
Rising to the Challenge: Embedding Environmental Justice in Management and Organization Studies
迎接挑战:将环境正义纳入管理和组织研究
  • DOI:
  • 发表时间:
    2023
  • 期刊:
  • 影响因子:
    0
  • 作者:
    Alec Foster;N. Wissman;Laura A. Bray;Jennifer DeBoer;Seray Ergene;Oscar Jerome Stewart;Ian M Dunham
  • 通讯作者:
    Ian M Dunham
Analyzing an Abbreviated Dynamics Concept Inventory and Its Role as an Instrument for Assessing Emergent Learning Pedagogies
分析缩写动力学概念量表及其作为评估新兴学习教学法的工具的作用
  • DOI:
  • 发表时间:
    2016
  • 期刊:
  • 影响因子:
    0
  • 作者:
    Nick A. Stites;David Evenhouse;Mariana Tafur;C. Krousgrill;C. Zywicki;Angelika N. Zissimopoulos;David B. Nelson;Jennifer DeBoer;J. Rhoads;E. Berger
  • 通讯作者:
    E. Berger

Jennifer DeBoer的其他文献

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{{ truncateString('Jennifer DeBoer', 18)}}的其他基金

Fostering STEM identify development through localized engineering for LGBTQ+ youth displaced by housing insecurity
通过针对因住房不安全而流离失所的 LGBTQ 青年的本地化工程,促进 STEM 确定发展
  • 批准号:
    2148739
  • 财政年份:
    2022
  • 资助金额:
    $ 50万
  • 项目类别:
    Standard Grant
Collaborative Research: IRES Track I: US-Kenya Collaboration to Foster Underrepresented Students' Capacity in Community-Based Engineering Education Research
合作研究:IRES 第一轨:美国-肯尼亚合作,培养代表性不足的学生在社区工程教育研究中的能力
  • 批准号:
    2153675
  • 财政年份:
    2022
  • 资助金额:
    $ 50万
  • 项目类别:
    Standard Grant
COLLABORATIVE: Women's Engineering Participation in the US: What can the US Learn from Women's Decisions to Pursue Engineering in Diverse Cultural Contexts?
合作:美国女性工程参与:美国可以从女性在不同文化背景下追求工程的决定中学到什么?
  • 批准号:
    1561507
  • 财政年份:
    2016
  • 资助金额:
    $ 50万
  • 项目类别:
    Standard Grant
IUSE: Understanding and Supporting Mechanical Engineering Undergraduate Student and Faculty Engagement with an Active, Blended and Collaborative (ABC) Learning Environment
IUSE:通过积极、混合和协作 (ABC) 的学习环境理解和支持机械工程本科生和教师的参与
  • 批准号:
    1525671
  • 财政年份:
    2015
  • 资助金额:
    $ 50万
  • 项目类别:
    Standard Grant

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