Engineering Mechanics: Adoption of project-based learning supported by computer-aided online adaptive assessments–overcoming fundamental issues with a fundamental subject
Document Type
Journal Article
Publication Title
European Journal of Engineering Education
Volume
45
Issue
6
First Page
809
Last Page
820
Publisher
Taylor & Francis
School
School of Engineering / School of Science
RAS ID
31191
Abstract
© 2019 SEFI. Engineering Mechanics is widely acknowledged in the literature as a subject where students experience great difficulty in understanding and applying threshold concepts, which often results in high failure rates. To address this, we introduced two new complementary assessments: a practical design project and a series of adaptive online tutorials with an assessed component to motivate regular participation. Feedback from students regarding the design project suggested that they found it an effective activity to motivate engagement with the subject material and to gain appreciation of its applicability to real-world problems. The level of successful engagement with online tutorials showed a high correlation with examination success. The mean final examination mark was 60% and 62% in 2017 and 2018, respectively, following the introduction of the amended assessment regime, compared to 32% in 2016.
DOI
10.1080/03043797.2019.1664413
Access Rights
subscription content
Comments
Balash, C., Richardson, S., Guzzomi, F., & Rassau, A. (2019). Engineering Mechanics: Adoption of project-based learning supported by computer-aided online adaptive assessments–overcoming fundamental issues with a fundamental subject. European Journal of Engineering Education, 45(6), 809-820. https://doi.org/10.1080/03043797.2019.1664413