The work presented here aims to address a critical knowledge gap in the engineering education literature through a preliminary study meant to determine if active learning is more effective when students with learning disabilities are first front-loaded with information. These preliminary findings aimed at not only determining if the work should be continued in the future, but also at evaluating if frontloading resulted in: (1) increased student engagement and (2) increased learning effectiveness. Preliminary findings conclude that students with documented, and undocumented, learning disabilities did have an increased understanding of the course content as a result of combining frontloading and active learning.
Date of creation, presentation, or exhibit
Department, Program, or Center
Manufacturing and Mechanical Engineering Technology (CET)
O'Neil, J. A., & Gordon, M. E., & Gordon, A., & Rice, B. S., & De Angelis, G. (2018, June), Is Unaided Active Learning an Effective Teaching Method for Those with Learning Disabilities? Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--30736
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