Researchers at Rochester Institute of Technology have found that use of a technology-rich learning environment improved learning and decreased course withdrawals and failing grades.
The data came from six years of research involving more than 500 undergraduate students in 12 class sections taught by three different mechanical engineering technology faculty: associate professor Robert Garrick, assistant professor Larry Villasmil and lecturer Diane Amuso, all from RIT’s College of Applied Science and Technology.
They found that more than 90 percent of students involved said using a technology-rich environment, including a combination of tablet PCs, collaborative software and multiple projection screens capable of capturing and retaining graphics and notations, helped them learn and retain the information better than traditional classroom lectures.
The project was funded by a grant from the National Science Foundation’s Research Initiation Enhanced Engineering Education and Engagement program. Joining Garrick, Villasmil and Amuso on the research team were Elizabeth Dell, assistant professor of manufacturing and mechanical engineering technology, College of Applied Science and Technology; Margaret Bailey, professor of mechanical engineering; Kate Gleason, College of Engineering; Rhiannon Hart, assistant professor of psychology, College of Liberal Arts; and Nancy Ares, associate professor of teaching and curriculum, University of Rochester Warner School of Education.
The team will continue to look at how a technology-rich environment may impact education, especially for deaf and hard-of-hearing students who make up approximately 10 percent of the students in engineering technology courses and have higher-than-average withdrawal rates.
Rochester Institute of Technology enrolls 17,500 full and part-time students in more than 200 career-oriented and professional programs. Its cooperative education program is one of the oldest and largest in the nation.
The data came from six years of research involving more than 500 undergraduate students in 12 class sections taught by three different mechanical engineering technology faculty: associate professor Robert Garrick, assistant professor Larry Villasmil and lecturer Diane Amuso, all from RIT’s College of Applied Science and Technology.
They found that more than 90 percent of students involved said using a technology-rich environment, including a combination of tablet PCs, collaborative software and multiple projection screens capable of capturing and retaining graphics and notations, helped them learn and retain the information better than traditional classroom lectures.
The project was funded by a grant from the National Science Foundation’s Research Initiation Enhanced Engineering Education and Engagement program. Joining Garrick, Villasmil and Amuso on the research team were Elizabeth Dell, assistant professor of manufacturing and mechanical engineering technology, College of Applied Science and Technology; Margaret Bailey, professor of mechanical engineering; Kate Gleason, College of Engineering; Rhiannon Hart, assistant professor of psychology, College of Liberal Arts; and Nancy Ares, associate professor of teaching and curriculum, University of Rochester Warner School of Education.
The team will continue to look at how a technology-rich environment may impact education, especially for deaf and hard-of-hearing students who make up approximately 10 percent of the students in engineering technology courses and have higher-than-average withdrawal rates.
Rochester Institute of Technology enrolls 17,500 full and part-time students in more than 200 career-oriented and professional programs. Its cooperative education program is one of the oldest and largest in the nation.
Researchers at Rochester Institute of Technology have found that use of a technology-rich learning environment improved learning and decreased course withdrawals and failing grades.
The data came from six years of research involving more than 500 undergraduate students in 12 class sections taught by three different mechanical engineering technology faculty: associate professor Robert Garrick, assistant professor Larry Villasmil and lecturer Diane Amuso, all from RIT’s College of Applied Science and Technology.
They found that more than 90 percent of students involved said using a technology-rich environment, including a combination of tablet PCs, collaborative software and multiple projection screens capable of capturing and retaining graphics and notations, helped them learn and retain the information better than traditional classroom lectures.
The project was funded by a grant from the National Science Foundation’s Research Initiation Enhanced Engineering Education and Engagement program. Joining Garrick, Villasmil and Amuso on the research team were Elizabeth Dell, assistant professor of manufacturing and mechanical engineering technology, College of Applied Science and Technology; Margaret Bailey, professor of mechanical engineering; Kate Gleason, College of Engineering; Rhiannon Hart, assistant professor of psychology, College of Liberal Arts; and Nancy Ares, associate professor of teaching and curriculum, University of Rochester Warner School of Education.
The team will continue to look at how a technology-rich environment may impact education, especially for deaf and hard-of-hearing students who make up approximately 10 percent of the students in engineering technology courses and have higher-than-average withdrawal rates.
Rochester Institute of Technology enrolls 17,500 full and part-time students in more than 200 career-oriented and professional programs. Its cooperative education program is one of the oldest and largest in the nation.
The data came from six years of research involving more than 500 undergraduate students in 12 class sections taught by three different mechanical engineering technology faculty: associate professor Robert Garrick, assistant professor Larry Villasmil and lecturer Diane Amuso, all from RIT’s College of Applied Science and Technology.
They found that more than 90 percent of students involved said using a technology-rich environment, including a combination of tablet PCs, collaborative software and multiple projection screens capable of capturing and retaining graphics and notations, helped them learn and retain the information better than traditional classroom lectures.
The project was funded by a grant from the National Science Foundation’s Research Initiation Enhanced Engineering Education and Engagement program. Joining Garrick, Villasmil and Amuso on the research team were Elizabeth Dell, assistant professor of manufacturing and mechanical engineering technology, College of Applied Science and Technology; Margaret Bailey, professor of mechanical engineering; Kate Gleason, College of Engineering; Rhiannon Hart, assistant professor of psychology, College of Liberal Arts; and Nancy Ares, associate professor of teaching and curriculum, University of Rochester Warner School of Education.
The team will continue to look at how a technology-rich environment may impact education, especially for deaf and hard-of-hearing students who make up approximately 10 percent of the students in engineering technology courses and have higher-than-average withdrawal rates.
Rochester Institute of Technology enrolls 17,500 full and part-time students in more than 200 career-oriented and professional programs. Its cooperative education program is one of the oldest and largest in the nation.
