A controls approach to improve classroom learning using cognitive learning theory and course analytics

The availability of educational technology and new modes of instruction present unprecedented opportunities for improving the educational effectiveness of engineering courses. This paper discusses a controls approach for developing and improving courses over the span of several semesters using a wide array of metrics to monitor student learning. Changes in course content, pacing, and format were introduced to improve consistency across sections and across semesters in terms of metrics such as student performance and student workload. Results are shown for a course that has an annual enrollment of 1100 students and is taught in a blended/flipped format with online components provided by two MOOCs.