Using web-based learning logs to analyze students´ conceptual understanding of truss analysis in an engineering statics course

Engineering statics is a gateway course in engineering education that prepares students for subsequent courses such as dynamics and mechanics of materials. However, students may not explicitly voice their concerns or challenges encountered when trying to understand the material due to their unfamiliarity with engineering concepts in statics. Therefore, it is important to explore different venues that would allow the instructor to determine and understand the areas where students struggle. This work in progress investigates how web-based learning logs can help the instructor identify the information necessary to facilitate instruction, and help students understand difficult concepts regarding truss analysis. The intent of this work is to generate a framework, through constant comparative analysis, that describes the different areas engineering students struggle with when working on truss analysis. The objective is to describe the complexity of truss analysis in order to provide a series of codes and schemes that will eventually advance the research in engineering statics, and provide a better understanding of students´ concerns in engineering statics to facilitate future interventions.