A Multiple-institution Investigation of Student Perceptions of the Inverted Classroom in First-year Engineering Courses

Kecskemety, Krista M.; Bucks, Gregory Warren; Meyers, Kerry

doi:10.18260/p.23413

Cited by 8 publications

(11 citation statements)

References 11 publications

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“…A rule of thumb is for the video to focus on curriculum, student involvement, and professional opportunities. 1 A wide variety of courses have transitioned to the inverted classroom, or pre-class video instruction format, including electrical engineering, architecture, statics, mechanics, software, and first-year engineering courses. 2,3,4 One concern with incorporating videos in a firstyear course is that surveys have shown first-year students are more likely to watch the videos after the material was used in the course when they are not required to take a quiz.…”

Section: Literature Reviewmentioning

confidence: 99%

“…6,7,8 The most critical element of these criteria for lab and project videos is to keep videos short. Some studies have shown videos less than 10 minutes in length are best, 1,8 while others have found that even shorter lengths, 5 minutes, are better for understanding information based on quiz scores. 9 Since these studies were often for videos of full lectures, the lower end of the video lengths are probably most appropriate for lab equipment or software.…”

Section: Literature Reviewmentioning

confidence: 99%

“…When including a quiz at the end of the video it is common to focus only on comprehension, not application. 1 The videos can be offered within the multimedia video or as a graded assessment online. 7 Many investigations have created surveys that are given at the end of the course to evaluate how often students viewed videos, the length of videos watched, and the usefulness of the videos to the course.…”

Section: Literature Reviewmentioning

confidence: 99%

See 2 more Smart Citations

Video Instruction to Complement All Learning Styles in a First-Year Introduction to Engineering Course

Bringardner¹,

Jean-Pierre²

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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This work in progress paper will evaluate the inclusion of video instruction into the laboratory sections of a first-year engineering design course. It aims to improve student performance on activity-based team projects and address strategies for adding innovative flipped classroom approaches into hands-on courses. Video instruction has the potential to combine multiple learning styles in pre-class preparation material. This video teaching methodology for laboratory instructions and assignments provides needed information to students before they attempt the labs or use equipment to expedite the learning process. A first-year engineering program initiative to incorporate more flipped classroom resources began this last summer with the help of an on-campus support center for teaching and learning. This paper will focus on aspects of short, five to ten minute, video instruction that can be used to improve performance in hands-on design projects and labs. Many video projects performed by engineering educators focus on moving in-class lectures to hours of video. In a class that is primarily activity-based, different strategies should be used to add video instruction for equipment, software, and concepts.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

See 1 more Smart Citation

Video Instruction to Complement All Learning Styles in a First-Year Introduction to Engineering Course

Bringardner¹,

Jean-Pierre²

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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“…Several authors have recently discussed the advantages of a flipped classroom at American Society for Engineering Education (ASEE) Conference and Exhibition, for example Mason 4 and Kecskemety 5 . Typically, flipped classrooms are based on recorded lectures from the faculty member.…”

Section: Introductionmentioning

confidence: 99%

Flipping the Design Class Using Off-the-shelf Content: Can it work?

Yoder

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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The benefits and challenges of flipping classrooms have been demonstrated in many recent papers, including several presented in the Mechanical Engineering Division at American Society for Engineering Education (ASEE) Annual Conference and Exposition. This, combined with very negative student reviews of the current textbook, convinced the author at Ohio Northern University (ONU) to experiment with a partially-flipped classroom in the fall semester of 2013. In preparation for this, the author found a tremendous amount of already-developed video and text resources available online for no cost, and often very high quality. This led to the idea for this paper -can a flipped classroom be taught using only these types of resources?This has been done twice now at ONU in a senior-level design course. The online content includes popular videos (such as TED talks), how-to guides (either video or text), and reference materials or case studies.Initial student responses have been very positive, with some students noting they are actually enjoying an engineering class for the first time. Surveys regarding this approach, as well as student performance on common final exam questions, are included. Preliminary findings indicate that in general this approach can work, but that there are certain content areas in which the available resources are very weak. A summary of resources used and student ratings of each will also be provided. BACKGROUND

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“…Much of the early research focuses only on student attitudes and perceptions toward the inverted classroom pedagogy. [3][4][5][6] For example, Foertsch et al used the flipped classroom approach in a computer course for sophomores and juniors. 3 Survey data from their study indicated that students in the flipped version of the course gave significantly higher ratings to all aspects of the course; however no mention was made of the effect on student learning.…”

Section: Introductionmentioning

confidence: 99%

An Alternative to Videos for Lecture Preparation in a Flipped First-Year Engineering Computing Course

Bucks¹,

Ossman²

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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This paper describes an evidence-based practice project. At the University of Cincinnati, two courses, Engineering Models I and II, are offered to all first-year engineering students and form a two-semester sequence in which students apply fundamental theories from algebra, trigonometry, calculus and physics to relevant engineering applications chosen from a variety of disciplines. MATLAB ® is introduced and progressively developed as a computing tool to enable students to explore engineering concepts, to investigate solutions to problems too complex for hand solutions, to analyze and present data effectively, and to develop an appreciation of the power and limitations of computer tools. Students are introduced to the basics of programming as well as such ideas as interpolation, curve-fitting, and numeric differentiation and integration, through applications areas such as data analysis, image processing, communications, position tracking, basic mechanics, and system modeling. Throughout the courses, several team projects are introduced requiring the students to use MATLAB ® to develop solutions to open-ended design problems.The Engineering Models sequence was required for all incoming first-year engineering and engineering technology students starting with the 2012-2013 academic year. Lectures, recitation activities, homework assignments, exams, and projects were common across all sections, though some variation existed in how lectures were delivered. In order to reduce variation between sections, a flipped pedagogy was implemented for the 2013-2014 academic year in these courses. Specifically, videos were created from the lecture material which students watched prior to lecture and lecture time was then devoted to solving problems, either in small groups or as a class.Through end-of-semester surveys completed by the students, it was found that many students preferred to simply review the provided slides instead of watching the lectures. While the videos do provide additional content not available solely through the slides, they are still a mostly passive way to gain information (there are practice quizzes available, but the videos themselves do not provide much interaction). To cater to those students who did not gain much from the videos, a system was created that is more interactive. The system, dubbed the Engineering Models Practice System, was created in MATLAB and was modeled after the successful online site Codecademy, where students are presented with course content and are asked to complete simple exercises based on this material. The content available in the practice system is the same as that in the videos, but affords students the opportunity to immediately apply the material towards solving simple problems. This paper will use data from end-of-semester student surveys and performance on course assignments to analyze the effectiveness of the practice system compared to the traditional lecture preparation options.

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A Multiple-institution Investigation of Student Perceptions of the Inverted Classroom in First-year Engineering Courses

Cited by 8 publications

References 11 publications

Video Instruction to Complement All Learning Styles in a First-Year Introduction to Engineering Course

Video Instruction to Complement All Learning Styles in a First-Year Introduction to Engineering Course

Flipping the Design Class Using Off-the-shelf Content: Can it work?

An Alternative to Videos for Lecture Preparation in a Flipped First-Year Engineering Computing Course

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