A feedback-based approach for evolving a blended class model for large enrollment, multiple section circuits courses

Ferri, Bonnie; Harris, J.M.; Weitnauer, Mary Ann; Majerich, David M.

doi:10.1109/fie.2015.7344068

Cited by 7 publications

(8 citation statements)

References 8 publications

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“…Some have found that the grading time is reduced, while feedback and turnaround time is increased [7]. With large course offerings where there are multiple instructors and sections, it has been argued that the flipped course delivery style can ensure a certain level of consistency in the breadth and depth of the course material taught [8]. Moreover, it has been suggested that pre-recorded lectures can reduce lecturing time by helping instructors stay on track due to having a time constraint [3].…”

Section: Flipped Learningmentioning

confidence: 99%

“…Likewise, it has been noted that this reduces an instructor's spontaneity during lectures while creating a delay in answering students' questions and increasing the effort on the students' side by requiring them to note down questions and ask at a later time [3]. In addition, some instructors find it challenging to re-design a course while maintaining their current workload [8]. The large initial time investment can be a deterrent for instructors.…”

Section: Flipped Learningmentioning

confidence: 99%

“…Often times, each instructor is responsible for teaching and examining their own class section and no collaboration with other sections' instructors is needed. This can lead to inconsistencies in the breadth and depth of concepts taught among the multiple class sections, as noted in a paper published by the Georgia Institute of Technology in a study conducted prior to implementing a flipped learning environment in their introductory circuits class [8]. At other institutions, such as at the Schulich School of Engineering, University of Calgary, it is common for the instructors to collaborate on deciding on the syllabus, class structure, examination tools, content and grading, which results in a modified parallel teaching method.…”

Section: Parallel Teachingmentioning

confidence: 99%

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Framework for Teaching Parallel Flipped Classrooms

Rontu

Moshirpour

Goli

et al. 2019

PCEEA

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Advancements in information technology has given rise to a new flipped learning environment that is increasingly used at post-secondary institutions. This new pedagogical approach provides a personalized learning experience by accommodating different students’ learning styles. Students interact with the course material prior to attending scheduled face-to-face instruction, where learning is reinforced by working through examples and application problems. This paper provides a practical guiding framework for the collaboration and coordination of multiple instructors in a flipped delivery course style, based upon a literature review, qualitative research, and experience. We used a qualitative approach using a questionnaire to gather lessons learned and suggestions from instructors. The responses were analyzed to extract common themes which were mapped to create a conceptual framework for successful multi-instructor flipped course delivery. Recommendations are made as per three chronological sequences of before, during and after the course offering. The framework aims to support the planning, implementation and evaluation stages of organizing and managing a multi-instructor flipped course. This paper stresses the importance of the teaching team proactively completing the planning and design of course components before the start of the course. Quantitative student feedback received from the fall 2018 course offering in Schulich School of Engineering at the University of Calgary is used to support the flipped classroom delivery, multi-instructor delivery style.

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Section: Flipped Learningmentioning

confidence: 99%

Section: Flipped Learningmentioning

confidence: 99%

Section: Parallel Teachingmentioning

confidence: 99%

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Framework for Teaching Parallel Flipped Classrooms

Rontu

Moshirpour

Goli

et al. 2019

PCEEA

View full text Add to dashboard Cite

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“…The design is strong because experimental and control groups are distinguished by a single variable (application of the teaching method), and a variety of data (grades, surveys) was collected to evaluate the experiment. Some studies introduce variability by using different instructors for the experimental and control groups [8], [9], while others (n=15) lacked a control group altogether. The researchers agreed to mark studies as 'somewhat' utilizing a control group (n=10) if results were compared to multiple experimental trials (with no true control), or compared to a poorly designed control group.…”

Section: Coding -Quality Assessmentmentioning

confidence: 99%

Systematic Review of Rigorous Research in Teaching Introductory Circuits

Reagan

Claussen

Lyne³

2020 ASEE Virtual Annual Conference Content Access Proceedings

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“…All partner institutions have several fully developed circuits and electronics intensive courses covering most levels from 1st year intro/survey courses through required sophomore and junior courses, both inside and outside of electrical and computer engineering [1][2][3][4][5][6][7][8][9][10][11][12][14][15][16][17][18][19] . At Georgia Tech, the content has been used to build MOOCs that can be easily used by other institutions 13 .…”

Section: Approachmentioning

confidence: 99%

Collaborative Research: Center for Mobile Hands-on STEM

Connor

Ferri

et al.

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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Kenneth Connor is a professor in the Department of Electrical, Computer, and Systems Engineering (ECSE) where he teaches courses on electromagnetics, electronics and instrumentation, plasma physics, electric power, and general engineering. His research involves plasma physics, electromagnetics, photonics, biomedical sensors, engineering education, diversity in the engineering workforce, and technology enhanced learning. He learned problem solving from his father (ran a gray iron foundry), his mother (a nurse) and grandparents (dairy farmers). He has had the great good fortune to always work with amazing people, most recently professors teaching circuits and electronics from 13 HBCU ECE programs and the faculty, staff and students of the SMART LIGHTING ERC, where he is Education Director. She worked on several technology development projects in the area of X-ray CT for medical and industrial imaging. She is a named inventor on 9 patents. She has been active in the recruitment and retention of women and minorities in engineering and currently PI for an NSF-STEM grant to improve diversity at Rose-Hulman. Dr. Kathleen Meehan, Virginia TechKathleen Meehan earned her B.S. in electrical engineering from Manhattan College and her M.S. and Ph.D. from the University of Illinois under the supervision of Prof. Nick Holonyak, Jr. She worked as a member of technical staff at Lytel, Inc., following graduation. At Polaroid, she was appointed a Senior Research Group Leader, responsible for the design of laser diodes and arrays. After leaving Polaroid, she was employed at Biocontrol Technology. She moved into academia full-time in 1997 and worked at the University of Denver, West Virginia University, and Virginia Tech. She is currently the director of the University of Glasgow-University of Electronic Science and Technology of China Electronics and Electrical Engineering programme. While at Virginia Tech, she collaborated with Dr. Robert W. Hendricks, with assistance of a number of undergraduate students, to develop an instructional platform known as Lab-in-a-Box, which is used in a number of courses within the Virginia Tech B.S.E.E. program. She continues to be actively involved in the development of mobile hands-on pedagogy as well as research on other topics in STEM education, the synthesis and characterization of nanoscale optical materials, and fermentation processes.

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A feedback-based approach for evolving a blended class model for large enrollment, multiple section circuits courses

Cited by 7 publications

References 8 publications

Framework for Teaching Parallel Flipped Classrooms

Framework for Teaching Parallel Flipped Classrooms

Systematic Review of Rigorous Research in Teaching Introductory Circuits

Collaborative Research: Center for Mobile Hands-on STEM

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