Academic Journal
Implementation of Lessons Learned to Simulation-Based Reflection in a Digital Circuits Course.
| Τίτλος: | Implementation of Lessons Learned to Simulation-Based Reflection in a Digital Circuits Course. |
|---|---|
| Συγγραφείς: | Dickerson, Samuel J., Clark, Renee M. |
| Πηγή: | Computers in Education Journal; Dec2022, Vol. 13 Issue 1-4, p1-14, 14p, 5 Diagrams, 6 Charts, 1 Graph |
| Θεματικοί όροι: | Digital electronics, Engineering students, Perceived benefit, Academic workload of students, Digital computer simulation, Microelectronics |
| Περίληψη: | A unique method for promoting reflection among engineering students was used in the present study involving a digital circuits course. The method combined computer-based simulation for digital circuit design with reflective-thought prompts after a midterm exam for post-exam analysis and reflection. This method was first implemented in a microelectronics course using the SPICE simulator. Lessons learned from the initial implementation were applied to the digital circuits course. These lessons learned included the need to scaffold students in the use of the simulation tool for reflection, the need to balance frequency of reflection with student workload and fatigue, and question prompts that voluntarily elicit broad thought after a milestone event such as a midterm exam (versus a quiz). Using a published depth rubric, the assessment results found increased depth of reflection in the present course relative to the initial implementation in microelectronics. Specifically, there were increases in depth of reflection after the midterm exam in the present course versus the midterm exam and two quizzes in the microelectronics course. The increases in depth were significant relative to the quizzes. There was also an increase in the relative occurrence of broad reflections in the present course, with significant differences compared to the quizzes. Although significant differences were not found in the final exam averages based on depth of reflection after the midterm exam or participation in this reflection, results from a follow-up survey several months after the course ended indicated benefit for students. Specifically, 80% of those who competed the reflection exercise indicated a high or very high perceived benefit from doing so. Of the approximately 50% who chose not to complete the reflection exercise, the primary reasons were identified via the follow-up survey. Findings from this work align with and add to the developing literature on student reactions to reflection. [ABSTRACT FROM AUTHOR] |
| Copyright of Computers in Education Journal is the property of ASEE and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Βάση Δεδομένων: | Complementary Index |
| FullText | Text: Availability: 0 |
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| Header | DbId: edb DbLabel: Complementary Index An: 162218071 RelevancyScore: 926 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 925.784973144531 |
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| Items | – Name: Title Label: Title Group: Ti Data: Implementation of Lessons Learned to Simulation-Based Reflection in a Digital Circuits Course. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Dickerson%2C+Samuel+J%2E%22">Dickerson, Samuel J.</searchLink><br /><searchLink fieldCode="AR" term="%22Clark%2C+Renee+M%2E%22">Clark, Renee M.</searchLink> – Name: TitleSource Label: Source Group: Src Data: Computers in Education Journal; Dec2022, Vol. 13 Issue 1-4, p1-14, 14p, 5 Diagrams, 6 Charts, 1 Graph – Name: Subject Label: Subject Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Digital+electronics%22">Digital electronics</searchLink><br /><searchLink fieldCode="DE" term="%22Engineering+students%22">Engineering students</searchLink><br /><searchLink fieldCode="DE" term="%22Perceived+benefit%22">Perceived benefit</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+workload+of+students%22">Academic workload of students</searchLink><br /><searchLink fieldCode="DE" term="%22Digital+computer+simulation%22">Digital computer simulation</searchLink><br /><searchLink fieldCode="DE" term="%22Microelectronics%22">Microelectronics</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: A unique method for promoting reflection among engineering students was used in the present study involving a digital circuits course. The method combined computer-based simulation for digital circuit design with reflective-thought prompts after a midterm exam for post-exam analysis and reflection. This method was first implemented in a microelectronics course using the SPICE simulator. Lessons learned from the initial implementation were applied to the digital circuits course. These lessons learned included the need to scaffold students in the use of the simulation tool for reflection, the need to balance frequency of reflection with student workload and fatigue, and question prompts that voluntarily elicit broad thought after a milestone event such as a midterm exam (versus a quiz). Using a published depth rubric, the assessment results found increased depth of reflection in the present course relative to the initial implementation in microelectronics. Specifically, there were increases in depth of reflection after the midterm exam in the present course versus the midterm exam and two quizzes in the microelectronics course. The increases in depth were significant relative to the quizzes. There was also an increase in the relative occurrence of broad reflections in the present course, with significant differences compared to the quizzes. Although significant differences were not found in the final exam averages based on depth of reflection after the midterm exam or participation in this reflection, results from a follow-up survey several months after the course ended indicated benefit for students. Specifically, 80% of those who competed the reflection exercise indicated a high or very high perceived benefit from doing so. Of the approximately 50% who chose not to complete the reflection exercise, the primary reasons were identified via the follow-up survey. Findings from this work align with and add to the developing literature on student reactions to reflection. [ABSTRACT FROM AUTHOR] – Name: Abstract Label: Group: Ab Data: <i>Copyright of Computers in Education Journal is the property of ASEE and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 14 StartPage: 1 Subjects: – SubjectFull: Digital electronics Type: general – SubjectFull: Engineering students Type: general – SubjectFull: Perceived benefit Type: general – SubjectFull: Academic workload of students Type: general – SubjectFull: Digital computer simulation Type: general – SubjectFull: Microelectronics Type: general Titles: – TitleFull: Implementation of Lessons Learned to Simulation-Based Reflection in a Digital Circuits Course. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Dickerson, Samuel J. – PersonEntity: Name: NameFull: Clark, Renee M. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Text: Dec2022 Type: published Y: 2022 Identifiers: – Type: issn-print Value: 10693769 Numbering: – Type: volume Value: 13 – Type: issue Value: 1-4 Titles: – TitleFull: Computers in Education Journal Type: main |
| ResultId | 1 |