Introducing group learning into a 'lecture' class

Numerous references have suggested that cooperative learning can significantly increase student understanding. Yet, structuring a lecture class to be given over totally to cooperative learning groups is overwhelming to most instructors and many remain unconvinced of its value. But, a previous limited experiment in this department has served to introduce cooperative learning to the students as well as the instructor. Through a series of cooperative problem solving exercises, "lecture" classes can become more active learning environments. Variations of the exercises have been added in other classes, including interactive simulations using a personal computer and projection system. L INTRODUCTION: THE PROBLEM In the last few years, much discussion in the engineering education community has focused on both teaching methods and delivery systems in undergraduate courses. Various learning theories have prompted justifiable concern about the teaching style learning style mismatch in engineering. This mismatch seems most apparent in traditional lecture courses. Most students are visually-biased learners as well as inductive and active. A typical lecture, especially in a large class, is presented to passive students and no opportunity is offered to them (in class) to reflect on the presentation. Solution strategies are detailed in a logical step-by-step manner from general principles to an apparently obvious conclusion; no structure is available to observe or to practice actual problem solving. The students are expected to integrate the concepts that are presented and solve assigned problems on their own, and many are likely to spend too much time in unproductive directions. In this department, the undergraduate lecture courses in dynamics represent one example that mirrors this situation. All undergraduates in the department are required to complete two semesters of engineering mechanics including kinematics and particle/rigid * Associate Professor, Senior Member. Copyright © 1997 by K. C. Howell. Published by the American Institute of Aeronautics and Astronautics, Inc. with permission. body dynamics one semester each in the sophomore and junior year. (Strength of materials is a separate course.) The courses have always been taught as threecredit lecture classes in the usual format; no discussion or recitation sections are scheduled. These two required mechanics courses are traditional in the sense that such courses are included in most engineering undergraduate engineering curriculums. They are unusual in the fact that three-dimensional motion is heavily incorporated in the content of both courses throughout the semester, spacial visualization abilities are required. For a long time, the junior level course, in particular, has been perceived by the students as difficult and time intensive. Outside of the classroom, they struggle (inefficiently) to integrate a number of different concepts and apply what they have learned to assigned homework problems. With a low level of confidence in their problem-solving skills, the students continually ask for more example problems. Still, a disappointing number of students don't attempt or don't finish the problems that are assigned. Over the last two years, a small-scale experiment has been implemented to modify the course such that the time spent in class will be more productive within the framework of 50-minute "lectures," i.e., more actual learning will take place in class. The more active environment should improve understanding and allow