Active Learning in Engineering Graphics: An Analysis of Self-Efficacy for At-Risk and Not At-Risk Students


  • Daniel P Kelly Texas Tech University
  • Jeremy V Ernst Embry-Riddle Aeronautical University
  • Aaron C Clark North Carolina State University


Part of a more extensive National Science Foundation-funded study, this study presents the findings and analysis of the effect on three-dimensional modeling self-efficacy (3DSE) by the inclusion of online active learning modules (ALM). Using multiple datasets, we found that the use of ALM in an introductory engineering graphics course, closed a gap in 3DSE scores between majority and minority students, populations historically underrepresented in engineering. Although limited to a single university, the results support that the inclusion of active online learning may address an important construct known to be a factor in academic success and persistence in engineering.



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