Analysis of a Learning Model Applied to an Engineering Course

摘要

A three phase learning model was applied to an Introduction to Digital Logic course atVanderbilt University in the Spring of 2004. The three phases included administering preassessmentinventories, facilitating collaborative exercises, and evaluating the learningexperiences of the students. The first and final phases were applied to all students in theIntroduction to Digital Logic course. The second phase was applied to selected sections of thecourse. In the initial phase, students in all sections of the course were administered the Index ofLearning Styles Questionnaire, a Myers-Briggs Type Indicator, and a laboratory experiencessurvey. In the second phase of the learning model, the students in the selected sectionsparticipated in weekly learning sessions. The weekly learning sessions provided students withpractice problem sets and a structured environment to collaboratively practice problems anddiscuss Introduction to Digital Logic concepts. The final phase of the learning model evaluatedthe performance of students in both environments. A statistical analysis of each phase wascompleted. A statistical correlation between the performance of the participants in the secondphase and that of all other students was formulated. This research study examined students’learning style preferences, problem solving performance, gender, ethnicity, geographicalbackgrounds, confidence in performing course objectives, course performance, and overallperformance.