Roman Taraban is Associate Professor in the Department of Psychology at Texas Tech University. He received his Ph.D. in cognitive psychology from Carnegie Mellon University. His interests are in how undergraduate students learn, and especially, how they draw meaningful connections in traditional college content materials (e.g., textbooks, lectures, multi-media).
Giving Students Time for the Academic Resources that Work
Article first published online: 2 JAN 2013
2004 American Society for Engineering Education
Journal of Engineering Education
Volume 93, Issue 3, pages 205–210, July 2004
How to Cite
Taraban, R., Hayes, M. W., Anderson, E. E. and Sharma, M. P. (2004), Giving Students Time for the Academic Resources that Work. Journal of Engineering Education, 93: 205–210. doi: 10.1002/j.2168-9830.2004.tb00807.x
- Issue published online: 2 JAN 2013
- Article first published online: 2 JAN 2013
- study time;
- learning resources;
Engineering courses offer students multiple resources for learning; however, it is not clear how much time students devote to these resources or how effective they are for mastering the course material. We examined students' use of learning resources in introductory thermodynamics through the use of activity logs, and the relation of these self-reports to objective measures of course performance. Self-report data revealed that students generally favored some resources over others, that these resources were mutually supportive of instruction, and that measures of resource use were significantly correlated with each other and with academic performance. We suggest that knowledge of how students allocate time to course resources, and correlations between the use of these resources and course performance, could assist instructors in course and curriculum planning.