DESIGN OF MASTERY-BASED TUTORIAL IN THE BRIGHTSPACE LEARNING ENVIRONMENT FOR A FIRST YEAR THERMODYNAMICS COURSE

Joyce Valencerina, Douglas Ruth, Jillian Seniuk Cicek

Abstract


University level studies can be a daunting experience for students in their first year, especially for students pursuing engineering. Not only are students expected to adapt to a new and intense learning environment, they need to develop a critical thinking approach for their coursework, which is essential in solving engineering problems. The Faculty of Engineering at the University of Manitoba uses the Brightspace Learning Environment by D2L Corporation (UM Learn) as a primary means for delivering course content, communicating with students, and assessing student performance. Of interest are the assessment tools, which can be adapted to enforce good problem solving habits and check students’ learning progress. This paper discusses the design of a mastery-based tutorial for a first year thermodynamics course that provides supplementary formative assessments to ensure students have mastered course content. A survey was distributed to evaluate the online tutorial in which students expressed mixed responses to its usefulness, although many agreed that it supported learning.

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