A framework to examine fidelity of implementation of a hybrid instructional model for computer engineering courses

Lin, Jia-Ling; Peng, Andy S.

doi:10.1109/fie.2013.6684921

Cited by 6 publications

(5 citation statements)

References 16 publications

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“…Um trabalho de pesquisa e validação, desta vez com modelo pedagógico híbrido (MPH), foi conduzido na Universidade de Wisconsin-Stout. Conforme apresentado na Tabela 5, foi publicado em 2013, e tem por finalidade avaliar a fidelidade da implementação de um modelo híbrido ao currículo de uma disciplina do curso de Engenharia da Computação (Lin & Peng, 2013). Os autores apresentam na introdução as informações sobre o curso, a universidade e sobre o MPH, que conta com momentos presenciais e a distância.…”

Section: Categoria 3: Pesquisa Com Validaçãounclassified

Revisão sistemática de estudos e aplicações de modelos pedagógicos diversificados

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Carvalho

2021

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Modelos pedagógicos são sistemas para organizar práticas de ensino e aprendizagem. Os modelos pedagógicos são baseados em teorias de aprendizagem, em leis e diretrizes educacionais e outros documentos balizadores. No entanto, nos dias atuais, elementos encontrados nos modelos pedagógicos tradicionais parecem não mais atender a sua finalidade, em virtude de um público cada vez mais conectado à Internet, familiarizado com tecnologias digitais e, portanto, com pouco engajamento e interesse nas atividades educativas tradicionais, mais centradas no professor e na transmissão e assimilação de conteúdos. O propósito deste trabalho é discutir e analisar diferentes tipos de modelos pedagógicos, denominados de modelos pedagógicos diversificados, identificando características importantes para a definição de um modelo pedagógico híbrido que seja voltado a orientar o docente no uso das tecnologias da informação e comunicação, das metodologias ativas e dos ambientes virtuais de aprendizagem nos currículos que desenvolvem o ensino híbrido. Para esse fim, optou-se por realizar uma revisão sistemática, onde foram selecionados e analisados 14 artigos escritos na língua inglesa e portuguesa. Por fim, verificou-se na literatura a presença de estudos sobre modelos pedagógicos diversificados, sendo possível identificar as características consideradas essenciais para a construção de modelos pedagógicos híbridos.

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Section: Categoria 3: Pesquisa Com Validaçãounclassified

Revisão sistemática de estudos e aplicações de modelos pedagógicos diversificados

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Carvalho

2021

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“…Several challenges remain in such course settings. In previous studies [2] [3] , we've developed a framework and applied it to examine the level of fidelity of implementation 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.…”

Section: Introductionmentioning

confidence: 99%

Hybrid Teaching vs. Traditional Teaching in Computer Engineering Courses: What works and What does not work?

Peng

Nelson

Liu

et al. 2014

2014 ASEE North Midwest Section Conference: Engineering Something More

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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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“…Some of the survey data were collected from questionnaires while others were gathered from class discussions. Three structured surveys were conducted at the beginning, after the midterm exam, and at the end of the semester, respectively [5] . Student comments from class discussions were also collected throughout the semester to help the instructor enhance and adjust the delivery of course content as needed.…”

Section: Course Feedbackmentioning

confidence: 99%

Design and Development of a Hybrid Instructional Model for a Computer Engineering Course

Peng¹,

Nelson²,

Liu³

et al.

2013 North Midwest Section Meeting Proceedings

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This paper describes our experiences in applying a hybrid instructional model to a newly developed computer engineering course at UW-Stout, which includes the delivery of online lectures through streaming videos combined with bi-weekly in-class lectures as well as hands-on laboratory exercises related to the course material. The design of this curriculum follows a framework that was developed to fulfill the course requirements. In addition to traditional class settings, the course also implements a team project which has several reporting components to monitor students' learning progress. Multiple in-class surveys were conducted throughout the semester to obtain course feedback from the students. The instructor also constantly solicited and collected student comments about the course during the semester. This study reports the survey data collected from the class and discusses how the data help design and develop the course. It makes recommendations to improve future courses when applying a similar hybrid instructional model.

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A framework to examine fidelity of implementation of a hybrid instructional model for computer engineering courses

Cited by 6 publications

References 16 publications

Revisão sistemática de estudos e aplicações de modelos pedagógicos diversificados

Revisão sistemática de estudos e aplicações de modelos pedagógicos diversificados

Hybrid Teaching vs. Traditional Teaching in Computer Engineering Courses: What works and What does not work?

Design and Development of a Hybrid Instructional Model for a Computer Engineering Course

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