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This paper describes a framework adopted to examine the fidelity level of the implemented curriculum in a computer engineering course. The framework allows education researchers to analyze how an applied hybrid instructional model impacts student learning methodically.This study helps to gain insights into how instructors' pedagogical and content knowledge has shaped the curriculum implementation. Factors that influence the intended, implemented, and learned curriculum are discussed.

This study compares student learning outcomes from two instructional approaches: hybrid vs. traditional teaching method. The study applies a previously developed framework in order to assess the learned curriculum for the same upper division computer engineering course. It also analyzes how it is aligned with the intended curriculum. The same undergraduate computer engineering course was taught by two different instructors during two different semesters. Both instructors have extensive technical background and many years of practical engineering experiences in the related field. Both classes used an identical textbook, delivered similar set of course topics, had similar lab setup, required homework assignments as well as a semester-long team project. The key difference is the use of online lectures. Based on students' responses to series of surveys and the result of final grades, this study compares their development in content knowledge and cognitive abilities to determine the effectiveness of the instructional approach. The study provides an interest in finding ways to truly utilize technology for improving student learning, particularly their development of cognitive abilities. The study also seeks the impact of the technology on lecturing styles and in-classroom dynamics. Furthermore, this study will help gain insights into instructional approaches concerning teaching and learning along the technological dimension. IntroductionIn order to effectively deliver course content covering a broad range of topics and facilitate interactive learning activities, engineering courses have been traditionally delivered in classroom settings until recent years when Internet technologies have become an integral part of the higher education system [1] . Internet technologies play a significant role in the recent development of engineering education system. By leveraging the benefits of online training and traditional inclass training, hybrid instructional approaches have gained increasing support for various reasons. Proponents seize the opportunity to effectively integrate live classroom activities with online learning and instructions in order to maximize teaching and learning potential. The setup enables students to learn course content while allowing the instructors to efficiently control over time, place, and pace. Several challenges remain in such course settings. In previous studies , we've developed a framework and applied it to examine the level of fidelity of implementation 2 of a hybrid instructional model for an upper division computer engineering course. The framework includes three components of intended curriculum, implemented curriculum, and learned curriculum. We've identified the driving forces behind the intended curriculum, including needs of society and workforce development, rapid advancement of content topics, and values and beliefs of the subject area. We recognized factors that influence the implemented curriculum, which encompass instructors' pedagogical and content knowledge as well as thei...

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Cloud Technology is changing the teaching mode of traditional higher education. The use of mobile teaching assistants such as “Cloud Class” and “Cloud Textbook” can effectively improve teaching efficiency and quality. On this basis, the online and offline hybrid teaching interaction mode based on “Cloud Class +” is constructed and applied to the teaching practice of the Applied Optics course. The online and offline hybrid teaching interaction model is introduced in detail from three aspects: pre-class preparation, in-class discussion, and post-class feedback. The practical results could provide useful references for solving hot topics and difficult problems in education and teaching.