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Link to original content: https://api.crossref.org/works/10.1002/CAE.22238
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This study seeks to address this problem through the integration of online discussion prompts to promote a connection to real\u2010world practical applications. The study included undergraduate students enrolled in three engineering core courses. The hypothesis was that participation in online discussions (using prompts) would lead to (a) an increase in student empowerment towards self\u2010regulated learning and (b) enhanced student engagement and perception of participating in online discussions. Students participated in eight online discussions and were evaluated using pre\u2010 and post\u2010assessments. Findings show students across disciplines liked online discussions because they allowed enough time to develop thoughts and promote critical thinking through extending class topics, which increased the control of their own learning. In addition, students were more active in the course activities and offered useful feedback and reflection, which enhanced student engagement. Such feedback included ideas to improve the online discussion, for example, the need for clearer instructions and instructor feedback, better scheduling of due dates, and more engaging discussion prompt. In summary, integrating online discussions into core engineering courses, without sacrificing class content, can indeed have positive implications for self\u2010regulated learning and higher student engagement.<\/jats:p>","DOI":"10.1002\/cae.22238","type":"journal-article","created":{"date-parts":[[2020,4,19]],"date-time":"2020-04-19T09:21:32Z","timestamp":1587288092000},"page":"675-691","update-policy":"http:\/\/dx.doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":5,"title":["Using online discussions to connect theory and practice in core engineering undergraduate courses"],"prefix":"10.1002","volume":"28","author":[{"ORCID":"http:\/\/orcid.org\/0000-0003-2442-6551","authenticated-orcid":false,"given":"Lisa","family":"Bosman","sequence":"first","affiliation":[{"name":"Department of Technology Leadership and Innovation Purdue Polytechnic Institute, Purdue University West Lafayette Indiana"}]},{"ORCID":"http:\/\/orcid.org\/0000-0002-7365-2304","authenticated-orcid":false,"given":"Somesh","family":"Roy","sequence":"additional","affiliation":[{"name":"Department of Mechanical Engineering Opus College of Engineering, Marquette University Milwaukee Wisconsin"}]},{"given":"Walter","family":"McDonald","sequence":"additional","affiliation":[{"name":"Department of Civil, Construction and Environmental Engineering Opus College of Engineering, Marquette University Milwaukee Wisconsin"}]},{"given":"Cristinel","family":"Ababei","sequence":"additional","affiliation":[{"name":"Department of Electrical and Computer Engineering Opus College of Engineering, Marquette University Milwaukee Wisconsin"}]}],"member":"311","published-online":{"date-parts":[[2020,4,19]]},"reference":[{"key":"e_1_2_8_2_1","volume-title":"How learning works","author":"Ambrose S.","year":"2010"},{"key":"e_1_2_8_3_1","volume-title":"Engineering by the numbers: ASEE Retention and Time\u2010to\u2010graduation benchmarks for undergraduate engineering schools, departments and programs","author":"American Society for Engineering Education","year":"2016"},{"key":"e_1_2_8_4_1","volume-title":"PERC Research Brief","author":"Beaver J.","year":"2014"},{"key":"e_1_2_8_5_1","doi-asserted-by":"publisher","DOI":"10.2505\/4\/jcst18_048_02_40"},{"key":"e_1_2_8_6_1","first-page":"97","article-title":"Learning from focus groups: An examination of blended learning","volume":"17","author":"Bonk C. 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