In-class active learning and frequent assessment reform of nuclear reactor theory course

Abstract

We substituted a 10-15 minute quiz followed by active-learning problem-solving activities in place of inclass lectures in a senior level nuclear reactor theory course taken by 32 students in Spring 2004. In-class lectures were replaced by online multimedia streaming video eTEACH presentations that included self-assessment exercises that the students viewed in their own time and place. Our primary goal was to measure the effect of enhanced time-on-task strategies on student attitudes and learning outcomes. The in-class quizzes encouraged students to keep up with the mathematically challenging material and to view the online lectures `before' coming to class. The self-assessment exercises in the lectures encouraged students to immediately reflect on the depth to which they understood the material. In-class problem solving gave the faculty opportunities to directly guide students in problem-solving strategies. Student response was measured by a formal evaluation with early and end-of-the-semester surveys