Giving students time for the academic resources that work

Roman Taraban, Matthew W. Hayes, Edward E. Anderson, M. P. Sharma

Research output: Contribution to journalArticlepeer-review

21 Scopus citations


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.

Original languageEnglish
Pages (from-to)205-210
Number of pages6
JournalJournal of Engineering Education
Issue number3
StatePublished - Jul 2004


  • Learning resources
  • Study time
  • Thermodynamics


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