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The Global ETD Search service is a free service for researchers
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Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
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Showing 1 to 3 of 3 (0.06 seconds)Spelling suggestions: "subject:"online assignment""
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Higher-level learning in an electrical engineering linear systems courseJia, Chen January 1900 (has links)
Doctor of Philosophy / Electrical and Computer Engineering / Steven Warren / Linear Systems (a.k.a., Signals and Systems) is an important class in an Electrical Engineering curriculum. A clear understanding of the topics in this course relies on a well-developed notion of lower-level mathematical constructs and procedures, including the roles these procedures play in system analysis. Students with an inadequate math foundation regularly struggle in this class, as they are typically able to perform sequences of the underlying calculations but cannot piece together the higher-level, conceptual relationships that drive these procedures.
This dissertation describes an investigation to assess and improve students’ higher-level understanding of Linear Systems concepts. The focus is on the topics of (a) time-domain, linear time-invariant (LTI) system response visualization and (b) Fourier series conceptual understanding, including trigonometric Fourier series (TFS), compact trigonometric Fourier series (CTFS), and exponential Fourier series (EFS). Support data, including exam and online homework data, were collected since 2004 from students enrolled in ECE 512 - Linear Systems at Kansas State University. To assist with LTI response visualization, two online homework modules, Zero Input Response and Unit Impulse Response, were updated with enhanced plots of signal responses and placed in use starting with the Fall 2009 semester. To identify students’ conceptual weaknesses related to Fourier series and to help them achieve a better understanding of Fourier series concepts, teaching-learning interviews were applied between Spring 2010 and Fall 2012. A new concept-based online homework module was also introduced in Spring 2011. Selected final exam problems from 2007 to 2012 were analyzed, and these data were supplemented with detailed mid-term and final exam data from 77 students enrolled in the Spring 2010 and Spring 2011 semesters. In order to address these conceptual learning issues, two frameworks were applied: Bloom’s Taxonomy and APOS theory.
The teaching-learning interviews and online module updates appeared to be effective treatments in terms of increasing students’ higher-level understanding. Scores on both conceptual exam questions and more traditional Fourier series exam questions were improved relative to scores received by students that did not receive those treatments.
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Creating and Utilizing Online Assignments in a Calculus ClassJungic, Veselin, Kent, Deborah, Menz, Petra 17 April 2012 (has links) (PDF)
The aims of this paper are to present some of the findings about the creation and utilization of online assignments and choice of support software for several calculus classes at Simon Fraser University (SFU) by considering the needs and perspectives of the instructors, students, and administrators. The term online assignment is used for a set of problems that are posted, submitted, graded, and recorded
electronically through a course learning management system (LMS) of choice. The purpose of this note is to contribute to the discussion about a common question detected among research papers on the
theme of online assignments; how can technology be used in teaching so that students benefit the most? Questions are provided to guide an instructor in choosing online assignment problems, and a list of necessary skills is supplied for an instructor to be able to deal effectively with this pedagogical tool.
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Creating and Utilizing Online Assignments in a Calculus ClassJungic, Veselin, Kent, Deborah, Menz, Petra 17 April 2012 (has links)
The aims of this paper are to present some of the findings about the creation and utilization of online assignments and choice of support software for several calculus classes at Simon Fraser University (SFU) by considering the needs and perspectives of the instructors, students, and administrators. The term online assignment is used for a set of problems that are posted, submitted, graded, and recorded
electronically through a course learning management system (LMS) of choice. The purpose of this note is to contribute to the discussion about a common question detected among research papers on the
theme of online assignments; how can technology be used in teaching so that students benefit the most? Questions are provided to guide an instructor in choosing online assignment problems, and a list of necessary skills is supplied for an instructor to be able to deal effectively with this pedagogical tool.
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