Dr. Eric Wiebe

Senior Research Fellow and Associate Professor

Dr. Eric Wiebe is an Associate Professor in the Department of Mathematics, Science, and Technology Education at NC State University. Dr. Wiebe has focused much of his research on issues related to the use of technology in the instructional environment, with a particular emphasis on multimedia tools and techniques. Application in this research area includes: exploring the cognitive basis of 2-D and 3-D visual perception, evaluating technology used as a vehicle for communication and learning technical, engineering and scientific information; and promoting graphics literacy and the application of scientific visualization in secondary and post-secondary education. Past projects include a grant from the NC GlaxoSmithKline Foundation to help develop cutting edge research techniques in K-12 STEM education and a 3-year NSF project developing curricula using scientific and technical visualization in middle and high school. Current work includes an NSF project focused on the use of graphics in elementary science education and a state funded project evaluating the impact of cloud computing technologies in high school and community college STEM courses. Dr. Wiebe is currently serving as a Senior Research Fellow at the Friday Institute for Educational Innovation at NC State.

Projects

• Graphic Enhanced Elementary Science
• Virtual Computing Lab
• Universal BEATS

Research Papers

1. Implementation of the Virtual Computer Lab (VCL) at Wake Tech Community College - Spring 2008
   

   In this document, we report the findings from a pilot study and evaluation of the implementation of
   the Virtual Computing Lab (VCL) at Wake Tech Community College. The pilot study was conducted
   with fifteen sections of an introductory computer technology course. Approximately 125 students
   and six instructors participated in the VCL pilot, while 125 students and two instructors served as a
   control group.

   Surveys were administered to students and instructors at the beginning and end of the semester.

   Interviews and focus groups were also conducted. We examined student perceptions of the system's
   reliability, usability, and access to required technological resources. Additionally, we measured teacher
   and administrator experiences with the system configuration and operation, and identified potential
   challenges to successful large-scale implementation.

   Students in this pilot had a high level of home access to appropriate technology and many did not
   need to use the VCL to access their course resources. Despite this, data revealed that students
   indicated the VCL increased their access to course resources, and their perceptions remained positive.

   Ease of use, anxiety, and reliability perceptions were strong predictors of student use. Past problems
   with technology was negatively related to frequency of use, indicating that if students had past
   negative experiences with technology, they were less likely to use the VCL. Students who reported
   that the VCL had improved their access to course resources were more likely to want to use the VCL
   in the future.

   Few system problems occurred, and problems that did arise were quickly resolved by instructors and
   the IT team at Wake Tech.

   Instructors heavily encouraged and supported student use of the VCL. In terms of future use of the
   system, they indicated that the VCL would open up the opportunity to offer more hybrid and online
   courses, as well as courses that required more advanced software applications. Instructors were also
   optimistic about the potential for the VCL to bring access to students who are unable to afford
   required course software.

   Based on our findings, we conclude that students at Wake Tech have sufficient access to the required
   technology to make use of the VCL system. In order best support a productive and efficient user
   experience for students, instructors and administrators should emphasize system reliability and
   usability, and attempt to increase student confidence in the system.

   Future implementation efforts should include professional development for IT teams concerning
   image creation, login ID management, security issues, and troubleshooting; and for instructors,
   emphasis on encouraging student use and information about how to integrate the VCL into the
   curriculum. Given that Wake Tech has developed processes and infrastructure around these issues,
   they may be a resource to future community college adoptions.

2. Improving Early Spatial Intelligence Through Science Notebook Graphic Production: Effective Elementary Classroom Practices
   

   -None-

3. Implementation of the Virtual Computer Lab (VCL) in Community Colleges - Fall 2008
   
4. Examining Science Inquiry Practices in the Elementary Classroom through Science Notebooks