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Blending Inverted Lectures and Laboratory Experiments to Improve Learning in an Introductory Course in Digital Systems
Abstract
Contribution: An improved inverted lecturing (IIL) framework based on blending flipped lectures and hands-on experiments provides instructional benefits, compared to traditional teaching (TT) and inverted lecturing (IL), in an introductory course in digital systems. Background: IL has proven more effective than TT in improving student learning in engineering courses, but has mostly been used for theory sessions. The impact of combining inverted lectures and hands-on experiments on student learning has not still been thoroughly assessed in engineering courses. Intended Outcomes: Attendance, marks, and satisfaction should improve for students in IL-based theory lectures, compared with those receiving TT, and should improve still further for students receiving the IIL-based method. Workload both for student and instructor should not increase significantly. Application Design: The three methods were compared in six consecutive offerings of the course. In the first two, TT was used for both theory and laboratory classes; in the next two, IL was used for theory lectures; and in the final two offerings the IIL-based scheme was used. The instructor, intended learning outcomes (ILOs), course syllabus, and student grading scheme were constant over the six semesters. A total of 184 students with similar backgrounds participated. Findings: Students under the IL- and IIL-based frameworks were more engaged than those receiving TT, and were more satisfied with their learning process. The IIL-based learners achieved the deepest conceptual understanding. Finally, the IL- and IIL-based methods did not significantly increase workload for either the students or the instructor.
... They also made new work tools available to employees and teachers. Over time, these activities evolved into organized and comprehensive support, including quick courses and training [3][4][5]. This is particularly relevant to the fields of study at technical universities, which are in the focus of research and analysis in this paper. ...
... It was up to the university authorities and technical departments to acquire licenses for software and IT solutions to support the e-learning process. In [5] Alcaraz et al. discuss the implementation of inverted (flipped) lectures and pre-class activities in a digital system learning course. The authors' findings provide valuable insights for improving not only digital systems learning courses. ...
... First of all, the author notes a new trend of treating universities as a service aimed at providing students with knowledge and skills, especially those based on research processes carried out by scientists and aimed at supporting the development of innovation, creativity, and critical and creative thinking. With regard to organizational changes in teaching itself, the author also emphasizes the importance 5 of changes in the mentality of students and teachers in relation to the practical use of online working tools. In this context, she points out that most leaders acknowledged that the pandemic had legitimized online learning and made it more "respectable". ...
The period of the COVID-19 pandemic resulted in a rapid development of innovative education methods, in particular using e-learning and remote work tools. The effects of this development are also post-pandemic changes in formal teaching regulations, in particular in higher education, allowing classes and lectures to be carried out with Blended Learning or Flipped Classroom methods. This paper provides information about a case study of implementing ICT technologies with elements of the mentioned methods in one of the subjects at a technical university. The implemented tools and solutions in the field of e-learning and interactivity are presented, along with information regarding their perception by students during two academic years in the post-COVID-19 period. The analysis of results of these information and student evaluations indicates their generally positive approach to such innovations in the educational path, and at the same time shows significant challenges for teachers to increase the attractiveness and effectiveness of the teaching process and the development of practical, technical skills of students.
... They also made new work tools available to employees and teachers. Over time, these activities evolved into organized and comprehensive support, including quick courses and training [3][4][5]. This is particularly relevant to the fields of study at technical universities, which are in the focus of research and analysis in this paper. ...
... It was up to the university authorities and technical departments to acquire licenses for software and IT solutions to support the e-learning process. In [5] Alcaraz et al. discuss the implementation of inverted (flipped) lectures and pre-class activities in a digital system learning course. The authors' findings provide valuable insights for improving not only digital systems learning courses. ...
The period of the COVID-19 pandemic resulted in a rapid development of innovative education methods, in particular using e-learning and remote work tools. The effects of this development are also post-pandemic changes in formal teaching regulations, in particular in higher education, allowing classes and lectures to be carried out with Blended Learning or Flipped Classroom methods. This paper provides information about a case study of implementing ICT technologies with elements of the mentioned methods in one of the subjects at a technical university. The implemented tools and solutions in the field of e-learning and interactivity are presented, along with information regarding their perception by students during two academic years in the post-COVID-19 period. The analysis of results of these information and student evaluations indicates their generally positive approach to such innovations in the educational path, and at the same time shows significant challenges for teachers to increase the attractiveness and effectiveness of the teaching process and the development of practical, technical skills of students.
... To minimize any negative impact on the students, it is necessary for the FC model to be adequately planned [27], paying special attention to establishing a strong link between the tasks and resources used inside and outside of the classroom [9,29,36,77] and including evaluation tools based on such a model [74]. Moreover, in order for FC to be effective, studies suggest that the teacher should present the model in a clear and concise manner, incorporating a theoretical perspective of the methodology [74]. ...
... Secondly, it requires teachers to change their mentality and adapt to a new dynamic, as well as to develop a more student-centered educational practice [27,29,54]. Thirdly, teachers must select or design quality didactic materials before carrying out a session [9,24,77], which requires the former to be technologically competent in order to efficiently use and manage technology for teaching [76]. In this sense, teachers request greater institutional support that fosters the necessary training to carry out FC in their classrooms, as well as more time for the creation of didactic materials [18,24,29,76]. ...
Educational governmental institutions have recommended implementing blended learning in higher education to respond to the “new educational normality” caused by the COVID-19 pandemic, although this is not a new challenge. Over the last few decades, higher education institutions have tried to incorporate the use of technological devices to university teaching, by redesigning and optimizing the learning experiences through a mixed teaching model. In this context, the Flipped Classroom (FC) model is one of the pedagogical models that is revolutionizing the scope of education. However, there is still not enough evidence of its advantages and disadvantages in the university stage. Therefore, it is important to analyze the impact of the FC on the learning, satisfaction and interaction of the different agents of the university community. Due to the idiosyncrasy of the present study, an exclusively qualitative and longitudinal methodology was selected; thus, 266 interviews based on open questions were conducted throughout the last five years. The results show that students value the FC model positively and corroborate its great potential from academic, competence, personal and social perspectives. Nevertheless, a small group of students are still very critical about the model and would prefer to keep using a traditional methodology, mainly due to the lack of habit using active methodologies and establishing the learning commitment required by such methodologies.
... Studies such as those by € Once and Kara (2019) and McNally et al. (2017) emphasize that we must consider that there are students with little discipline who are reluctant and unwilling to work under an FCM. To minimize that impact on these students, it is necessary for the teacher to present the flipped classroom methodology clearly and concisely, paying special attention to tasks and resources both inside and outside the classroom (Alcaraz et al., 2020;Wanner and Palmer, 2015). In this sense, McNally et al. (2017) suggest that it is important for the teacher to incorporate a theoretical perspective of the methodology and include evaluation tools according to it, in addition to spending the entire school year and not isolated subjects, which can generate confusion among students. ...
... This has involved a huge effort and investment of time (organization, technology, etc.) that not all teachers are willing to assume, but otherwise it would have been practically impossible to implement this methodology with certain guarantees and results, as shown in this paper. In this sense, we agree with studies such as those by Alcaraz et al. (2020), who emphasize that in the FC model it is essential to select quality didactic resources and design specific materials if they are not available on the internet. This aspect can also be a fundamental key to motivate students, increase the level of commitment and improve their learning experience (Awidi and Paynter, 2019;Ryan &Reid, 2016;McNally et al., 2017), aspects that also were reflected have been reflected in our study. ...
The flipped classroom has become a fundamental methodological option in recent years to provide more personalized education opportunities. The aim of this study is to investigate the academic performance and the perception of the students on the flipped classroom model (FCM) in a course of Didactics of Music in Childhood Education. One of the two groups enrolled in this subject received a quarter of classroom hours. A total of 51 students were selected by means of convenience random sampling, who were divided during a semester into an experimental group (n = 24, flipped classroom methodology) and a control group (n = 27, traditional methodology). Using ANOVA and ANCOVA models and cumulative ordinal categorical models with various functions of the statistical software R, the results indicate that the group has studied under a traditional methodology showed statistically significant differences in the variables of learning climate, self-efficacy and cognitive commitment, but with no impact on academic performance. Students who have studied under the flipped classroom model achieved higher academic performance globally. At the end of the study, the results obtained in the light of other similar investigations are discussed.
... Although the use of the flipped learning model is still limited (Jensen et al., 2015), it is emerging and growing as educators seek better methods of engagement. It is seen as a viable alternative to traditional teaching methods, bridging the gap between home and school (Alcaraz et al., 2020;Algayres & Triantafyllou, 2020;Hamon, 2014;Jacques & Lequeu, 2020). ...
The quest for effective instructional methods to enhance engagement among different personality types of English as a Foreign Language (EFL) learners is crucial in today's educational landscape. Traditional classroom settings often fail to meet the specific needs of introverted learners, who may experience higher levels of anxiety and lower participation. This study investigates the potential of the flipped classroom instructional model in enhancing academic engagement levels among introverted EFL students by aligning with their cognitive preferences and educational requirements. The case study of this research involves third-year EFL students at the English department of Guelma University. Adopting a true-experimental and mixed-methods research design, the study involved both quantitative and qualitative tools. Quantitative data were collected using the University Student Engagement Inventory (USEI) and a students’ questionnaire, while qualitative insights were gathered through the Myers–Briggs Type Indicator (MBTI), a personality test, and teachers’ interviews. Participants were divided into experimental and control groups to compare the flipped classroom model with traditional teaching methods. The experimental group consisting of 54 students was taught using the flipped classroom method while the control group involving 57 students received traditional teaching. The findings highlight several dimensions in which the flipped classroom positively impacts academic engagement; namely, behavioral, emotional, and cognitive. The structured and preparatory nature of the flipped classroom significantly reduces anxiety and boosts participation among introverted students. Additionally, the model also benefits extroverted learners, fostering an active and interactive learning environment. Consequently, the flipped classroom emerges as a promising educational strategy, improving engagement and learning outcomes for EFL students and contributing to the advancement of language education pedagogy.
... AL was implemented during class time to support students in constructing understanding before moving on to the hardware application. In an AL classroom, students must think, create, and solve problems rather than passively listen to lectures [12], [13], [14], [15], [16] to allow them to construct their knowledge and skills. ...
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This article describes efforts to improve the teaching and learning process for the digital system design course using active learning (AL) approaches in the classroom and a parallel hands-on project designed based on constructive alignment (CA).
Background: The digital systems design course is an important part of Undergraduate Electrical Engineering curriculum. Some students find the course difficult because the learning outcomes require them to create digital circuitry that executes algorithms.
Intended Outcome: The course designed based on CA can support and enhance students’ learning of the subject matter.
Application Design: Systematic AL aided by Padlet and E-learning were used to make students’ learning of concepts visible during class time, allowing timely feedback. The hands-on aspects of the course were implemented using project-based learning that was guided in parallel with the in-class content. The use of software and hardware in the project was emphasized and monitored through a continuous series of milestones.
Findings: Analysis of students’ results and reflections on the learning experience in this course shows that the course has effectively developed the students’ understanding of digital system concepts. Comparing the performance of the AL class cohort to the traditional lectures approach on the course learning outcomes attainment based on written examination and assignments, the cohort that used AL outperformed the traditional teaching cohort.</p
... Digital tools and technologies are creatively used in online education for learning, assessment, and teaching. Online education is often referred to as TEL (technology-enhanced learning) or e-learning [11] and was enforced by the regulating bodies of educational institutions in every nation in order for students to stay sage while continuing their academic activities via online learning in the absence of a vaccination to reduce the rate of COVID-19 transmission. Educational institutions in nearly all of the world's nations have begun to transition their methods for holding lectures, assignments, seminars, and exams to online platforms. ...
Online education is now widely used in schools and universities as a result of COVID-19. More than 1.6 billion children, or 80% of all school-aged children worldwide, have missed school as a result of the COVID-19 pandemic. The COVID-19 outbreak has been a significant concern for educational institutions since 2020 and has interfered with regular academic and evaluation practices. Organizational preparedness for online education must be assessed by institutions. To assist them, we present a case study carried out at an Indian educational institution that highlights the drawbacks and advantages of online education and that outlines a framework for its change. Additionally, we assessed the system and offered suggestions to improve the online instruction provided by institutions. We think that the proposed methodology will assist organizations in identifying challenges prior to launching online learning.
... Traditional teaching methods are inadequate to meet the needs of engineering students [18][19][20]. In recent years, efforts to increase students' motivation and encouragement studies have been made. ...
... Concerning the increased workload for course instructors, a comparison between the time spent on course management activities in conventional and the proposed alternative lecturing styles (including the preparation of lecture and tutorial classes contents, assessment of student exams, and weekly assignments) may add relevant information [35]. ...
Good systems thinking skills are beneficial to engineering projects since, besides being multidisciplinary, they address the needs of large human populations. Therefore, it is paramount that engineers should not only excel in the technical parts but also be good system thinkers and aware of the potential impacts of their activity. In this sense, this paper describes how to implement a project assignment in a system dynamics course for electrical engineering students to teach systemic thinking skills and connect the technical content, industry, and social responsibility. The effects on student performance and retention, and an evaluation of their perceptions of learning gains, are presented. Five weeks are dedicated to the implementation of a project-based project assignment. A formative assessment provides students developmental feedback based on the competencies shown during the creative process. It is complemented by a summative assessment module, which evaluates the adequacy of the finished content, which is developed as an online portfolio. Results indicate that the concepts of systemic thinking and the holistic view of engineering projects were successfully implemented through project assignments. Moreover, students’ perceptions of their knowledge gains and comparisons of their performance and retention before and after the intervention indicate a positive influence on the learning process.
... Inverted or Flipped learning along with lab experiments have also been seen to have a noticeable positive impact rather than traditional teaching methods. [8] C. Computer Based Learning Computer Aided Instruction (CAI) at the genesis of education technology dealt with user content delivery only. In the 1970s one saw the emergence of Intelligent Tutoring Systems (ITS) providing interactive sessions to the learners. ...
... For example, at the beginning of laboratory classes for subject Intelligent Building Systems, with students from the second aforementioned group, during the first few meetings at the laboratory, the concept of an active, moderated technical discussion is introduced and supported by technical demonstrations at the stands of various technologies. At the first meeting, the teacher explains the organizational concept of the initial laboratory classes based on this FC formula and introduces links to study materials and additional technical information for the individual work of students before the next classes [49][50][51]. Then, next few meetings in the laboratory are conducted in the form of workshops, based primarily on the knowledge acquired by students, with different activities for them during the demonstrations and integration works at the laboratory stands. ...
The blended learning method with its supporting electronic tools is a very well-known approach in academic education. In most of its practical applications, direct face to face contacts between students and the teacher as well as students with each other in groups are important elements in the organization of lectures and classes. This is of particular importance in conducting laboratory classes in teaching process for engineers. However, the COVID-19 lockdown in the spring of 2020 closed schools, universities and completely eliminated the possibility of direct interpersonal contacts. These extraordinary circumstances forced changes in the organization of the teaching process, in particular the introduction of distance learning. Therefore, this paper proposes a modified blended learning method as well as describes a case study on its introduction in the education of building automation engineers at a technical university. A new organizational structure of this modified method is presented, with discussion of tools and methods of active distance learning, introduced during the COVID-19 lockdown period. Finally, some experiences, general reflections along with the identification of the preferred forms of distance learning by students are presented. The future works are briefly described as well.
Teaching and learning in engineering courses need to emphasize practicality to acquire integrated knowledge and skills. It is necessary to learn processes controlled by mathematical equations in mechatronic engineering to apply scientific principles to use automation control systems technology to support Industry 4.0, such as automatic control with a Programmable Logic Controller (PLC) control device. In addition, they are app lying the data of engineering process control to real-time applications with Supervisory Control and Data Acquisition (SCADA) software and PLC Network. Due to the outbreak of Coronavirus (COVID -19), lack of practice face-to-face interaction, so the effectiveness of online learning practice is significantly reduced. This study presents the combination of remote-control technology and multi- material learning to promote engineering students' conceptual and practical experiments during online learning. The finding shows that this multi-material learning can operate and motivate engineering students in the distance learning situation.
Flipped learning is a developing concept in higher education and a new methodology ready for exploration. It is a new educational strategy that changes the traditional lecturing by flipping the classroom in the sense of listening the lectures at home and doing dynamic, group-based problem-solving activities in the classroom. This will engage the students in active learning, critical thinking and developing new studying skills. This paper will address the current state of knowledge and practice in the flipped learning approach in engineering education by critically evaluating the existing researches and summarizing the findings. The search for empirical articles included electronic databases for engineering education in the Web of Science. Most studies reported high student satisfaction and increased performance in a flipped classroom environment. This paper will also serve as a guide for future studies and reflect the major achievements of flipped learning models over the traditional lecture-exercises model in engineering education to support and advance the student learning process.
One of the essential components of the Kolb Experiential Learning Cycle is allowing students the time to reflect on new experiences prior to abstraction and application of new material. Most commonly this is attempted by assigning readings from a textbook, but research suggests that few students complete these readings. This discouraging fact has prompted the use of videos to supplement pre-class readings to introduce new material in courses such as Circuit Theory. Unfortunately, most existing video resources on Circuit Theory topics are overly long, dull, or lacking in production quality. In addition, many of these videos are monetized by running advertisements, which may deter students from watching. To overcome these issues, 20 short videos were created for an introductory circuits course. These videos are generally shorter than five minutes, are written with simple, real world or pop culture illustrations and humor, and include a worked-out example. The videos are freely available on YouTube, without advertisements. The efficacy and value of the videos were assessed via course exams and quizzes, an end-of-course student survey, and YouTube analytics. The results indicate that 85% of the students felt that the videos helped them prepare for class, and 92% would recommend the videos to students taking Circuit Theory at another university. When asked how much they would pay for the set of videos, the average response was $19.30. The videos may have also had a positive impact on student learning. Students having access to the videos scored 8.36% higher on the final exam than did comparable students taking the same exam the previous year. This paper contributes to electrical engineering education by providing a freely available set of videos that other instructors may use to increase student engagement and learning.
The present paper analyses the relevance of academic engagement in the process of students dropping out of school. Previous studies have consistently shown strong associations between engagement and students’ achievement outcomes. The increased attention given to academic engagement in recent years is also visible in the efforts of stakeholders in higher education to increase engagement and, consequently, to reduce dropout. The relationships between engagement and dropout rates are somewhat fuzzier, vigor, dedication, and absorption vary inconsistently in students at risk. Using a correlation research design, we tested several dimensions of academic engagement as predictors of early dropout intentions on a sample of first-year students (N = 1063). The results showed that psychological academic engagement of students is a significant predictor of early dropout intentions. Differences in academic engagement given by family background and academic context were also tested. The implications of the results are discussed in the light of possible interventions for increasing academic engagement of university students. Also, suggestions for including employers in academic engagement and dropout interventions are given.
In recent years, engineering education teachers have needed to incorporate technology-supported collaboration to enhance learning. Implementing these activities requires course redesign, which must be meticulous for their full potential to be reached. This can require a lot of work for first time users, which can be a barrier to implementation. Educational design patterns alleviate this burden by facilitating new course design with practices demonstrated to promote student engagement. This paper reports on the redesign of an introductory programming course and its experimental evaluation. The redesign was based on the community of inquiry learning framework (CoL), using design patterns from online Web communities and team-based learning (TBL). The evaluation included 562 students, 117 of them randomly assigned to two different experimental groups. One group used a CoL approach, and the other a blended TBL and CoL methodology. The remaining students were assigned to control groups. Results showed that students in the experimental groups outperformed those in the control group by the end of the semester, while the experimental CoL and TBL methodology helped students achieve a higher level of understanding in a shorter period of time due to increased participation rates. These data provide empirical evidence of the learning gains offered by online learning communities, and the way in which educational design patterns can facilitate course redesign.
The purpose of this article is to describe the current state of knowledge and practice in the flipped learning approach in engineering education and to provide guidance for practitioners by critically appraising and summarizing existing research. This article is a qualitative synthesis of quantitative and qualitative research investigating the flipped learning approach in engineering education. Systematic review was adopted as the research methodology and article selection and screening process are described. Articles published between 2000 and May 2015 were reviewed, and 62 articles were included for a detailed analysis and synthesis. The results indicated that flipped learning gained popularity amongst engineering educators after 2012. The review revealed that research in engineering education focused on documenting the design and development process and sharing preliminary findings and student feedback. Future research examining different facets of a flipped learning implementation, framed around sound theoretical frameworks and evaluation methods, is still needed to establish the pedagogy of flipped learning in teaching engineering.
Communication skills are an essential component in the education of engineering students to facili-tate not just students’ education but also to prepare them for their future careers. In this article, theauthor discusses various important communication skills required of modern engineers, such asforeign language skills. Also discussed are various elements of communication skills education, suchas oral, listening, written, visual, interdisciplinary and intercultural. The impact of emotional intelli-gence (EQ) is also presented. Suggestions for communication skills development are made, includ-ing the posit that communication skills be integrated across the curriculum, rather than include it asa stand-alone subject in already packed engineering curricula, so as to reinforce student learning.Various potential areas for further research are also made.
Flipped classrooms refer to the practice of assigning lectures outside of class and devoting class time to a variety of learning activities. In this review, we discuss the range of approaches to the flipped classroom and focus on activities frequently used in these settings. Amongst these, we examine both out-of-class activities (e.g., video lectures) and in-class activities (e.g., quizzes, student discussions).We argue that the value of these activities reflects the particular cognitive processes engaged by the activity regardless of whether the setting is the traditional (lecture-based) classroom or the flipped classroom. Future work should continue to examine the influence of individual activities on student learning and behaviors, particularly when objective measures of learning, such as quizzes and exams, are held constant.
Recent advances in technology and in ideology have unlocked entirely new directions for education research. Mounting pressure from increasing tuition costs and free, online course offerings is opening discussion and catalyzing change in the physical classroom. The flipped classroom is at the center of this discussion. The flipped classroom is a new pedagogical method, which employs asynchronous video lectures and practice problems as homework, and active, group-based problem solving activities in the classroom. It represents a unique combination of learning theories once thought to be incompatible-active, problem-based learning activities founded upon a constructivist ideology and instructional lectures derived from direct instruction methods founded upon behaviorist principles. This paper provides a comprehensive survey of prior and ongoing research of the flipped classroom. Studies are characterized on several dimensions. Among others, these include the type of in-class and out-of-class activities, the measures used to evaluate the study, and methodological characteristics for each study. Results of this survey show that most studies conducted to date explore student perceptions and use single-group study designs. Reports of student perceptions of the flipped classroom are somewhat mixed, but are generally positive overall. Students tend to prefer in-person lectures to video lectures, but prefer interactive classroom activities over lectures. Anecdotal evidence suggests that student learning is improved for the flipped compared to traditional classroom. However, there is very little work investigating student learning outcomes objectively. We recommend for future work studies investigating of objective learning outcomes using controlled experimental or quasi-experimental designs. We also recommend that researchers carefully consider the theoretical framework used to guide the design of in-class activities.
This article reviews research indicating that, under appropriate conditions, students’ evaluations of teaching (SETs) are (a) multidimensional; (b) reliable and stable; (c) primarily a function of the instructor who teaches a course rather than the course that is taught; (d) relatively valid against a variety of indicators of effective teaching; (e) relatively unaffected by a variety of variables hypothesized as potential biases (e.g., grading leniency, class size, workload, prior subject interest); and (f) useful in improving teaching effectiveness when SETS are coupled with appropriate consultation. The authors recommend rejecting a narrow criterion-related approach to validity and adopting a broad construct-validation approach, recognizing that effective teaching and SETs that reflect teaching effectiveness are multidimensional; no single criterion of effective teaching is sufficient; and tentative interpretations of relations with validity criteria and potential biases should be evaluated critically in different contexts, in relation to multiple criteria of effective teaching, theory, and existing knowledge.
As online videos have become more easily available and more attractive to the new generation of students, and as new student-learning approaches tend to have more technology integration, the flipped classroom model has become very popular. The purpose of this study was to understand college students’ views on flipped courses and investigate how the flipping affects their achievement in mathematics. We also studied how college students prepared for flipped classroom sections. Finally, college students’ views were analyzed to see what they think about flipping in terms of benefits and preparation. Participants were 96 college students consisting of mostly freshmen & sophomores. We utilized descriptive statistics and paired t-test to analyze the data. Descriptive statistics revealed that participants preferred watching flip class videos (44%) over reading the sections from the textbook (17%) for preparation. Dependent t-test results showed that there is a statistically significant difference between students’ average quiz scores from non-flipped sections and flipped sections. Students achieved significantly higher quiz scores in flipped sections than non-flipped ones. Overall, most of the students (83%) stated that flipped-taught lessons prepared them better.
The purpose of this study is to understand college students’ views about their flipping experience and investigate how the flipping affects their achievement in mathematics. Participants were 96 students consisted of mostly freshman and sophomore college students. First, we studied how the students prepared to their flipped classes. Second, we analyzed students’ quiz scores to see how flip teaching affected their scores. Finally, the students’ views were analyzed to see what they think about flipping. Descriptive statistics revealed that participants preferred watching flip class video (44%) over reading the sections of related textbook (17%) for preparation. Also, there was a significant difference between students’ average quiz scores from non-flipped and flipped section. Students got significantly higher quiz scores in flipped sections than non-flipped sections. Overall, most of the students (83%) stated that flipped-taught lessons prepared them better.
The aim of the current study was to provide a valid and reliable instrument for
the evaluation of the teaching effectiveness in the Greek higher education system. Other
objectives of the study were (a) the examination of the dimensionality and the higher-order
structure of the Greek version of Students’ Evaluation of Educational Quality (SEEQ)
questionnaire, and (b) the investigation of the effects of several background variables on
students’ evaluations of teaching (SET) scores provided by the Greek version of SEEQ. A
total of 1,264 students participated by filling in the questionnaires administered to them. The
participants were selected from social science departments that belonged to eight universities
of Greece. The results showed solid evidence of the applicability of the Greek version
of SEEQ, by confirming the factor structure of the instrument and reassuring the multidimensionality
of the teaching effectiveness construct. Additionally, the effects of several
background variables on teaching effectiveness further supported the validity of SET scores.
This paper describes a flipped and improved first-year digital circuits (DC) course that incorporates several active learning strategies. With the primary objective of increasing student interest and learning, an integrated instructional design framework is proposed to provide first-year engineering and technology students with practical knowledge of DC. The research presented here compares the effectiveness of the flipped course to the previous traditional course through a controlled experi-mental study. The improved effectiveness of the flipped course is confirmed through the significant increase in course content and significant improvements in students' performance and their perceptions of their learning experience. Preliminary results suggest that students' academic success, and their engagement and interest in engineering, can be enhanced by refinement of an integrated instructional design framework. The authors believe that this positive outcome is a result of alignment of online preview of lectures, face-to-face student/instructor and peer interactions, discussions, hands-on activities, combined with several active learning strategies infused into the class.
An innovative blended-learning strategy is presented for the subject Laboratory of Elasticity and Strength of Materials, based on the use of different tools combining face-to-face methods with e-learning technologies to improve learning outcomes in Mechanical Engineering. The enhanced teaching environment includes upgraded teaching material, new self-assessment methods, and video clips providing detailed instructions for each practical session. Our challenge was to improve the learning method by changing from a model that simply presents the practical sessions to a model that actively involves students in the learning process. The results of an anonymous student satisfaction survey show that these improvements have been very well received; students consider that the new techniques are very useful both for better understanding the subject and for preparing for the oral exam. Rates of success demonstrate that the improvements have had a direct and significant impact on performance, as well as reducing the dropout rate. As an overall conclusion, we can state that all the new techniques are effective tools for improving learning outcomes in the Degree in Mechanical Engineering.
An inverted, or flipped, classroom, where content delivery includes video lectures watched outside of the classroom, is a method that can free classroom time for learner-centered activities such as active and problem-based learning. This study compared the effectiveness of an inverted classroom to a traditional classroom in three areas: 1) content coverage; 2) student performance on traditional quizzes and exam problems; and 3) student observations and perception of the inverted classroom format. A control-treatment experiment comparing an inverted classroom to a traditional lecture-style format was used. The results show that: 1) the inverted classroom allowed the instructor to cover more material; 2) students participating in the inverted classroom performed as well or better on comparable quiz and exam questions and on open-ended design problems; and 3) while students initially struggled with the new format, they adapted quickly and found the inverted classroom format to be satisfactory and effective.
In this paper, we present an educational approach to facilitate Learning how to Learn, that is, to equip our students with competencies needed to become lifelong learners and succeed in the job market of the near tomorrow. Our approach is anchored in educational and instructional theory and closely tied to current professional practice. The approach is implemented in a graduate level engineering design course that is offered in a distributed collaborative distance learning setting. 1. Transforming design education— rationale The world of technology is becoming increasingly complex and dynamic. The skills that were consid-ered valuable yesterday are becoming the commod-ities of today and tomorrow [1, 2]. Realizing how much the world has changed over the past twenty years, it becomes apparent that this change needs to be better reflected in the way engineering designers are educated [3–6]. Complex social networks, con-sisting of millions of individuals, have formed over the Internet through emerging Web 2.0 technologies such as blogs, discussion boards, wikis, and colla-boration networks such as Facebook, video net-works such as YouTube, and countless others. Information is readily available to everyone through the Web, anytime and anywhere. Indivi-duals, who have never met physically, i.e., in person, are already collaborating on the development of complex products and services for major compa-nies, solving challenging problems that are openly 'crowd sourced' to the community of interested engineers and scientists. For the next generation of engineers, this new paradigm will be the new norm. Their number one material to work with will be information, their final product(s) will be intellec-tual property and innovation, and their generation is becoming known as the generation of knowledge workers. Over the past two decades web-based technolo-gies have brought about revolutionary changes in the way organizations conduct business. Organiza-tions are increasingly transforming into decentra-lized supply and demand networks. According to Friedman [1], we have now reached the era of Globalization 3 (G3), in which individuals have the power to collaborate and compete globally. Globalization 3 has led to the emergence of various new paradigms related to breakthrough innovation that are characterized by the self-organization of individuals into loose networks of peers to produce goods and services in a very tangible and ongoing way. Examples of such paradigms include mass collaboration [7], collective innovation [8], collec-tive invention [9], user innovation [10], crowd sour-cing [11], open innovation [12], and community-based innovation [13]. New organizational structures based on self-organizing communities are emerging to comple-ment traditional hierarchies. According to Tapscott and Williams [7], the new principles for success in G3 are a) openness to external ideas, b) individuals as peers, c) sharing of intellectual property, and d)
This article reviews research indicating that, under ap-propriate conditions, students' evaluations of teaching (SETs) are (a) multidimensional; (b) reliable and stable; (c) primarily a function of the instructor who teaches a course rather than the course that is taught; (d) relatively valid against a variety of indicators of effective teaching; (e) relatively unaffected by a variety of variables hypoth-esized as potential biases (e.g., grading leniency, class size, workload, prior subject interest); and (f) useful in improving teaching effectiveness when SETS are coupled with appropriate consultation. The authors recommend rejecting a narrow criterion-related approach to validity and adopting a broad construct-validation approach, recognizing that effective teaching and SETs that reflect teaching effectiveness are multidimensional; no single criterion of effective teaching is sufficient; and tentative interpretations of relations with validity criteria and po-tential biases should be evaluated critically in different contexts, in relation to multiple criteria of effective teach-ing, theory, and existing knowledge. H eated debate concerning the merits and the short-comings of students' evaluations of teaching (SETs) continues to flourish, despite intensive ongoing research and international growth in their use as one indicator of teaching quality (Centra, 1993; Feldman, 1997; Marsh & Roche, 1994; Watkins, 1994). In this article, we emphasize the importance of recognizing the multidimensionality of teaching and SETs in understand-ing research evidence in relation to the validity, perceived bias, and usefulness of SETs. This perspective is im-portant for administrators, program developers, and po-tential users in making informed decisions regarding the appropriate use of SETs and for future SET research.
This correspondence describes an adaptation of puzzle-based learning to teaching an introductory computer programming course. Students from two offerings of the course-with and without the puzzle-based learning-were surveyed over a two-year period. Empirical results show that the synthesis of puzzle-based learning concepts with existing course content improves students' learning experience by increasing their interest and participation in the course and developing their critical thinking skills.
Two lines of thinking are becoming increasingly important in higher educational practice. The first derives from constructivist learning theory, and the second from the instructional design literature. Constructivism comprises a family of theories but all have in common the centrality of the learner's activities in creating meaning. These and related ideas have important implications for teaching and assessment. Instructional designers for their part have emphasised alignment between the objectives of a course or unit and the targets for assessing student performance. "Constructive alignment" represents a marriage of the two thrusts, constructivism being used as a framework to guide decision-making at all stages in instructional design: in deriving curriculum objectives in terms of performances that represent a suitably high cognitive level, in deciding teaching/learning activities judged to elicit those performances, and to assess and summatively report student performance. The "performances of understanding" nominated in the objectives are thus used to systematically align the teaching methods and the assessment. The process is illustrated with reference to a professional development unit in educational psychology for teachers, but the model may be generalized to most units or programs in higher education.
The aim of this research is to present a successful flipped classroom proposal in higher education to better understand its influence in terms of knowledge, skills and engagement. The reason why we focus on these three dimensions is because of their core roles in the international learning conceptual frameworks presented above to increase the employability of Generation Z students in the digital society of the 21st century. In doing so, first, we first develop a measurement scale (4D_FLIPPED) to explore the degree of flipped classroom presence in our higher education learning experience. Then, we present a structural equation model to analyze the causal relationships of knowledge, skills, and engagement with students' satisfaction. The empirical results point out that there are four fundamental dimensions that should be present in the flipped classroom to be successful in the 21st century with Generation Z. This study also confirms that the flipped classroom has positive effects on students’ knowledge, skills, and engagement. Our research provides useful recommendations and insights for academia.
Traditional teaching practices have long been criticised as inadequate and inappropriate for engineering student learning, as they create a passive learning environment. Engineering students learn better using a modern method of teaching that is based on participating, acting, reacting, and reflecting, rather than by watching and listening to lectures. Active learning is one of the methods that develops professional knowledge and understanding of concept application and organisational, management, and communication skills. This paper discusses the advantages of implementing an active learning approach as an integral part of engineering education. It presents the challenges encountered in applying the active learning approach and the proposed method to adjust them in detail. The paper also describes the main teaching strategies of the active learning approach that could be implemented in engineering education.
Team-Based Learning (TBL) is an especially powerful way of using small groups. Different authors have used different terms when writing about small groups: learning groups, collaborative learning, cooperative learning, and team learning. Despite the varying terminology, all refer to the same idea: putting individual students in a class into small groups for the purpose of promoting more active and more effective learning.
By creating a course structure that involves small groups in the initial acquisition of course content, in learning how to apply that content, and in the assessment of student learning, the procedures of team learning offer teachers an extremely powerful tool for creating several kinds of higher level learning. The key to using this tool successfully lies in understanding a few key principles of team dynamics and then learning how to apply those principles to specific subject matter and in a variety of teaching situations. This book explains those principles and shows how team learning transforms the structure of the course, transforms small groups into teams, and transforms the quality of student learning.
The article presents the results of the study aimed at identifying factors that affect the professional and project training of engineers in TUSUR. The authors focus on description of key factors that ensure a productive development of modern technologies for engineering, organize educational and cognitive activities for students. The level of education and training of highly qualified engineers are determined by the progress of students which depends on a number of motivational conditions: methodological support of educational process, informing students about the university life and background, relations with university teachers and administration, degree of satisfaction with the training in the university. The data analysis made it possible to establish an important factor in the competitiveness of TUSUR graduates at the labor market is graduates’ entrepreneurial activity, and conformity of acquired knowledge with the real needs of the economy. This is directly related to organization of the educational process, built according to the logic of positioning the university as an entrepreneurial institution in connection with the need to develop and apply innovative pedagogical technologies, methods for professional and project training of engineering personnel. Whereas the use of new design methods and techniques by the faculty in future specialists training in line with the declared ideology of the university makes it possible to effectively attract undergraduate students to further study in masters and postgraduate studies.
The use of flipped‐classroom methodology (FC) has increased recently, however, there is a lack of quantitative data on students’ performance. A FC has been applied into a group (80 students) of an obligatory subject of the 2nd course in an Energetic Engineering Bachelor. A second group has been taught with the traditional methodology (72 students) to compare the results. The FC requires students to obtain background knowledge prior to a face‐to face class meeting, and reserves in‐class time for applying knowledge to solve problems. This is the opposite of the traditional lecture‐based classroom, in which students passively attend didactic lectures from the instructor, then study the content and complete assignments after class. The main objectives of this research were to measure the impact of learning (with special attention to really active students), reduce absenteeism, increase exam attendance, and analyze how participating students view their experience with this methodology. The results show that the flipped‐classroom model has a direct impact on student learning (or grades), especially in students with a high degree of involvement (with grades about 1.5 points higher). In addition, the grades standard deviation values were lower (in about one point), ensuring a better general students level. The students are a little reluctant to this new methodology, but thanks to it, they tend to work more (12% of the students work more hours per week), to attend more to class (at least 10% more), and to attend in a higher ratio to exams (around 20%).
This study presents a large-scale systematic review of the literature on the flipped classroom, with the goals of examining its reported advantages and challenges for both students and instructors, and to note potentially useful areas of future research on the flipped model's in and out-of-class activities. The full range of Social Sciences Citation Indexed journals was surveyed through the Web of Science site, and a total of 71 research articles were selected for the review. The findings reveal that the most frequently reported advantage of the flipped classroom is the improvement of student learning performance. We also found a number of challenges in this model. The majority of these are related to out-of-class activities, such as much reported inadequate student preparation prior to class. Several other challenges and the numerous advantages of the flipped classroom are discussed in detail. We then offer suggestions for future research on flipped model activities.
In this paper we aim to present the lessons learned from flipping the classroom of an entry-level graduate course on digital hardware design. This digital hardware design course uses hardware description languages (HDLs) for programming and requires students to learn relevant concepts and methodologies to successfully design, simulate, synthesize, and verify digital circuits created using hands-on projects and in-class activities. In addition, students in the digital hardware design class get exposure and gain familiarity with an industrial design suite to enhance their knowledge of real-life design cycles. Typically, students struggle with provided in-class activities, assignments, and projects in any digital hardware design class; even those with prior experience in the field may still struggle due to the complex nature of HDLs. The effort required for large digital designs is often overwhelming and leads to time commitments of several hours outside of the classroom to debug design issues without help from the instructor or teaching assistant(s). This extra time spent shows that help through office hours and recitation sessions is definitely needed to help prepare students. This work summarizes our explored implications of taking a previously all-lecture-based classroom environment, with traditional teaching methods, and changing to an active-learning environment using multi-modal teaching techniques. In this new teaching environment, students were directed to watch and follow along with short videos produced with the goal of providing instructional and pre-programmed digital hardware design exercises before coming into class. The pre-programmed exercises help change the classroom environment into a center for active-learning through means of creative activities. Students in the active-learning environment are further urged to work in teams on the provided activities to reinforce key concepts and operational ideologies. From the students' perspectives, our preliminary results show that less time was spent working alone on assignments and projects due to the new active-learning environment, pre-class preparation, and in-class group-work activities. The new active-learning environment included online preview of lecture notes, constant interaction between the instructor, teaching assistant(s), and students, and an increased number of in-class hands-on activities. From an instructional perspective, regardless of drawbacks, the new active-learning environment and teaching techniques allowed for the instructor to reinforce and delve deeper into course content while allowing students to work efficiently with new material. The results from the change to an active learning environment on students' work on assignments and projects during non class-times is: adequate preparation, easy reference to related materials, and an overall wealth of knowledge in the field of digital hardware design.
Contribution: Active classroom programmer (ACP) is a software tool that places minimal pressure on resources, and is shown to help improve student learning while also encouraging a high degree of engagement both during and outside of programming lectures. Background: Programming is difficult for students, largely due to the myriad of ever-advancing concepts. As students gradually become stronger programmers, both within a course and within their degree, they are constantly presented with new and challenging programming concepts regardless of their expertise. While laboratory sessions provide an excellent opportunity for students to independently practice, this does not help them in the programming process where expert scaffolding is desired. Intended outcomes: ACP is intended to engage students with active programming exercises and develop an inductive approach to learning, focusing on developing problem-solving skills. Application design: Students need guidance in the programming strategy rather than the syntax and peculiarities of the particular programming language. ACP allows students to program alongside instructors as new concepts are introduced. Findings: Experience from two concept-rich programming courses at different levels is presented, demonstrating students engaged with ACP both inside and outside lectures to deepen their understanding of the programming concepts.
In the Internet era, students have increasingly lost interest in traditional lectures; as a consequence, their learning motivation and exam performance have decreased. The widespread adoption of learner-centered teaching methods that address this issue faces certain barriers, including: 1) the significant faculty effort necessary to prepare e-learning materials; 2) significant extra time required for active online communication with students; 3) student resistance to taking an active role in their education; and 4) lecturers' common belief that learner-centered teaching activities do not allow discussion of all the required topics. This paper presents a case study based on one offering of an introductory digital systems course taught with a combination of learner-centered strategies selected to overcome these barriers and improve student performance. These measures included: 1) improving the student-teacher relationship; 2) applying intriguing, inductive, and counterintuitive approaches to introducing new concepts; 3) adopting puzzle-based quizzes integrated with peer instruction; 4) using an audience response system; 5) replacing certain lectures with tutorials; 6) reducing course duration; and 7) using a graphics tablet. The results obtained demonstrate significant improvements in lecture attendance and in student performance. The author believes that the approach presented here can benefit other engineering educators in similar courses.
Despite much recent interest in the flipped classroom, quantitative studies are slowly emerging, particularly in the sciences. We report a year-long parallel controlled study of the flipped classroom in a second-term general chemistry course. The flipped course was piloted in the off-semester course in Fall 2014, and the availability of the flipped section in Spring 2015 was broadly advertised prior to registration. Students self-selected into the control and flipped sections, which were taught in parallel by the same instructor; initial populations were 206 in the control section, 117 in the flipped. As a pretest, we used the ACS first-term general chemistry exam (form 2005), given as the final exam across all sections of the first-term course. Analysis of pretest scores, student percentile rankings in the first-term course, and population demographics indicated very similar populations in the two sections. The course designs required comparable student effort, and five common exams were administered, including as a final the ACS second-term general chemistry exam (form 2010). Exam items were validated using classical test theory and Rasch analysis. We find that exam performance in the two sections is statistically different only for the bottom third, as measured by pretest score or percentile rank; here improvement was seen in the flipped class across all five exams. Following this trend was a significant (56%) decrease in DFW percentage (Ds, Fs, withdrawals) in the flipped courses as compared with the control. While both courses incorporated online homework/assessments, the correlation of this indicator with exam performance was stronger in the flipped section, particularly among the bottom demographic. We reflect on the origin and implication of these trends, using data also from student evaluations. © 2015 The American Chemical Society and Division of Chemical Education, Inc.
Given the recent call for engineering faculty to employ more student-centered learning strategies with course objectives that align with real-world, application of content, the current study discusses the implementation and benefits of the flipped classroom in a lower-level engineering course. Using the same course content, student end of course opinion surveys were compared for a traditional lecture (n = 23) and flipped digital circuits engineering class (n = 29). In particular, three items from the student opinion survey were of interest: instructor's teaching helped me learn, accessible to students, and organized course well. It was predicted that student ratings would be more positive on each of the three identified end of course opinion survey items for the flipped class compared to its traditional lecture counterpart. Results supported the study's prediction in addition to providing supplemental findings for the future use of the flipped classroom in engineering and otherSTEMcourses. The multiple benefits of the flipped class pedagogical strategy are discussed with respect to future implementations for faculty teaching STEM courses.
Abstract Flexible teaching and learning and the 'flipped classroom' are current buzzwords in higher education in Australia and elsewhere in the world. They are reflections of the progressive change in higher education over the last few decades towards more student-and learning centred pedagogies and practices, which are made possible through new technologies and more delivery of online and blended (combination of face-to-face and online components) courses. The increasing personalising and flexibility of learning in higher education requires equal attention spent to assessment practices to ensure a cohesive learning experience. This paper provides the findings and conclusions of a study about a flipped classroom, which also included flexible assessment components. The study showed that students enjoy and are more engaged in a flipped classroom, prefer a blended learning to a fully online learning approach, want and require clear structure and guidelines, and strongly value flexible assessment through more choices and control. The main concern of higher education teachers is the time commitment and lack of institutional support for flipping classrooms and providing flexible assessment. It is argued that personalising learning requires more personalising of assessment, and that it is mainly the responsibility of teachers and institutions to develop 'flexible students'.
ContextThe flipped classroom approach has garnered significant attention in health professions education, which has resulted in calls for curriculum-wide implementations of the model. However, research to support the development of evidence-based guidelines for large-scale flipped classroom implementations is lacking.Objectives
This study was designed to examine how students experience the flipped classroom model of learning in multiple courses within a single curriculum, as well as to identify specific elements of flipped learning that students perceive as beneficial or challenging.MethodsA qualitative analysis of students’ comments (n = 6010) from mid-course and end-of-course evaluations of 10 flipped courses (in 2012–2014) was conducted. Common and recurring themes were identified through systematic iterative coding and sorting using the constant comparison method. Multiple coders, agreement through consensus and member checking were utilised to ensure the trustworthiness of findings.ResultsSeveral themes emerged from the analysis: (i) the perceived advantages of flipped learning coupled with concerns about implementation; (ii) the benefits of pre-class learning and factors that negatively affect these benefits, such as quality and quantity of learning materials, as well as overall increase in workload, especially in the context of multiple concurrent flipped courses; (iii) the role of the instructor in the flipped learning environment, particularly in engaging students in active learning and ensuring instructional alignment, and (iv) the need for assessments that emphasise the application of knowledge and critical thinking skills.Conclusions
Analysis of data from 10 flipped courses provided insight into common patterns of student learning experiences specific to the flipped learning model within a single curriculum. The study points to the challenges associated with scaling the implementation of the flipped classroom across multiple courses. Several core elements critical to the effective design and implementation of the flipped classroom model are identified.
Organic chemistry is a traditionally difficult subject with high failure & withdrawal rates and many areas of conceptual difficulty for students. To promote student learning and success, four undergraduate organic chemistry and spectroscopy courses at the first to third year level (17–420 students) were “flipped” in 2013–2014. In the flipped course, content traditionally delivered in lectures is moved online; class time is dedicated to focused learning activities. The three large courses were taught in English, the small one in French. To structure the courses, each course’s intended learning outcomes (ILOs) were analyzed to decide which course components would be delivered online and which would be addressed in class. Short (2–15 min), specific videos were created to replace lectures. Online and in-class learning activities were created in alignment with the ILOs; assessment was also aligned with the ILOs. A learning evaluation was undertaken to determine the impact of the new course structure, using Guskey’s evaluation model. Analysis of students’ grades, withdrawal rates, and failure rates were made between courses that had a flipped model and courses taught in previous years in a lecture format. The results showed a statistically significant improvement in students’ grades and decreased withdrawal and failure rates, although a causal link to the new flipped class format cannot be concluded. Student surveys and course evaluations revealed high student satisfaction; this author also had a very positive experience teaching in the new model. The courses’ overall design and evaluation method could readily be adapted to other chemistry, science and other courses, including the use of learning outcomes, the weekly course structure, online learning management system design, and instructional strategies for large and small classes.
The flipped classroom is an innovative pedagogical approach that focuses on learner-centered instruction. The purposes of this report were to illustrate how to implement the flipped classroom and to describe students' perceptions of this approach within 2 undergraduate nutrition courses. The template provided enables faculty to design before, during, and after class activities and assessments based on objectives using all levels of Bloom's taxonomy. The majority of the 142 students completing the evaluation preferred the flipped method compared with traditional pedagogical strategies. The process described in the report was successful for both faculty and students.
This study describes research leading to the development and implementation of SEEQ (Students' Evaluations of Educational Quality). SEEQ is an instrument and programme for collecting students' evaluations of college/university teaching. The paper indicates that SEEQ measures nine distinct components of teaching effectiveness that have been identified in both student ratings and faculty self evaluations of their own teaching. Reliability is good when based upon 10 to 15 or more student response; The ratings have successfully been validated against the retrospective ratings of former students, student learning as measured by objective examination, affective course consequences, and staff self evaluations of their own teaching effectiveness. Suspected sources of bias to the ratings have been shown to have little impact. Feedback from student ratings, particularly when coupled with a candid discussion with an external consultant, produced improvement in both subsequent ratings and student learning.
This chapter describes research on team member contributions to overall team effectiveness, and various applications of this research to developing and assessing teamwork by students on team and group projects and assignments.
The purpose of this paper is to show how a large group of students can work collaboratively in a synchronous way within the
classroom using the cheapest possible technological support. Making use of the features of Single Display Groupware and of
Multiple Mice we propose a computer-supported collaborative learning approach for big groups within the classroom. The approach
uses a multiple classification matrix and our application was built for language-learning (in this case Spanish). The basic
collaboration mechanism that the approach is based upon is “silent collaboration,” in which students—through suggestions and
exchanges—must compare their ideas to those of their classmates. An exploratory experimental study was performed along with
a quantitative and qualitative study that analyzed ease of use of the software, described how the conditions for collaborative
learning were achieved, evaluated the achievements in learning under the defined language objectives, and analyzed the impact
of silent and spoken collaboration. Our initial findings are that silent collaboration proved to be an effective mechanism
to achieve learning in large groups in the classroom.
This study examines the evidence for the effectiveness of active learning. It defines the common forms of active learning most relevant for engineering faculty and critically examines the core element of each method. It is found that there is broad but uneven support for the core elements of active, collaborative, cooperative and problem-based learning.
The Student Evaluation of Educational Quality Questionnaire (SEEQ) is one of the most thoroughly developed and widely used student feedback questionnaires in the USA with a robust factor structure, excellent reliability and reasonable validity. Student feedback questionnaires used in the UK rarely have these desirable characteristics. This paper reports on the use of the SEEQ with 1297 students in nine institutions in the UK. Factor analysis largely confirms the factor structure. The SEEQ is recommended for use in the UK where reliability and comparability are important.
Improving student learning in undergaduate engineering education by improving teaching and assessment
- finelli
C. J. Finelli and J. E. Froyd, "Improving student learning in undergaduate engineering education by improving teaching and assessment,"
American Society of Engineering Education. Advances in Engineering
Education, Tech. Rep., June 2019.
Active learning in engineering. European project to foster the uptake of new teaching methodologies
- C V Carvalho
- M Caeiro
- H Tsalapatas
- O Heidmann
- K Pata
- T Jesmin
C. V. Carvalho, M. Caeiro, H. Tsalapatas, O. Heidmann, K. Pata, and
T. Jesmin, "Active learning in engineering. European project to foster
the uptake of new teaching methodologies," Erasmus+ Programm of the
European Union, Tech. Rep., 2019.
Closed labs in programming courses: A review
- mihail
R. P. Mihail and K. Roy, "Closed labs in programming courses: A
review," in Proceedings of the International Conference on Frontiers
in Education: Computer Science and Computer Engineering (FECS),
2016, pp. 104-110.