Designing a blended-learning Bachelor's degree in electrical engineering for non-traditional students

Böhmer, Cornelia; Roznawski, Nina; Meuth, H.; Beck-Meuth, Eva-Maria

doi:10.1109/educon.2013.6530217

Cited by 9 publications

(5 citation statements)

References 2 publications

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“…The program challenged higher education to redesign its instruction using technology, including computer-based assessments, online discussion groups and learning communities, and online tutorials. Blended learning has been advocated or implemented in the engineering disciplines represented in this study (i.e., mechanical, civil and electrical engineering), in which online experiments, labs, simulations, and even entire programs for non-traditional students have been implemented (Cortizo et al, 2010;Restivo et al, 2009;Henning et al, 2007;Hu & Zhang, 2010;Dollár & Steif, 2009;Mendez & Gonzalez, 2010;Sell et al, 2012;Bohmer et al, 2013). Blended learning has also been implemented in courses that are foundational to numerical methods, including programming, using online automatic-feedback self-practice tools (El-Zein et al, 2009).…”

Section: Background On Blended and Flipped Instructionmentioning

confidence: 99%

Evaluating Blended and Flipped Instruction in Numerical Methods at Multiple Engineering Schools

Clark

Kaw

Lou

et al. 2018

ij-sotl

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With the literature calling for comparisons among technology-enhanced or active-learning pedagogies, a blended versus flipped instructional comparison was made for numerical methods coursework using three engineering schools with diverse student demographics. This study contributes to needed comparisons of enhanced instructional approaches in STEM and presents a rigorous and adaptable methodology for doing so. Our flipped classroom consisted mostly of in-class active learning, with micro-lectures as needed, and technology used both in and out of class, including for expected pre-class review of new content. Our blended classroom consisted mostly of lecture with some in-class active learning, and technology utilized both in and out of class. However, students were not expected to review new content before class. We compared blended vs. flipped instruction based upon multiple-choice and free-response questions on the final exam as well as the perceived classroom environment. This was done for students as a whole as well as for under-represented minorities (URMs), females, community college transfers, and Pell Grant recipients. Students provided feedback via focus groups and surveys. Upon combining data from the schools, the blended instruction was associated with slightly greater achievement on the multiple-choice questions across various demographics, but the differences were not statistically significant, and the effects were small. Our free-response final exam and classroom environment data aligned, with blended instruction showing more promise at two schools. The students identified demanding expectations with flipped instruction but pointed to benefits, such as enhanced learning or learning processes, preparation, and engagement. These results aligned with our focus group and instructor interview data. Thus, in general, it may be possible to use either instructional approach with the expectation of similar outcomes in final exam scores or the perceived classroom environment, keeping in mind the students qualitatively identified benefits with flipped instruction. Nonetheless, there were some large differences for the schools individually, suggesting further research with different demographics. KeywordsFlipped class, Blended instruction, Numerical Methods Creative Commons LicenseThis work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License. Cover Page FootnoteThis material is based upon work supported partially by the National Science Foundation under Grant Number xxx, and the Research for Undergraduates Program at School1's College of Engineering. Any opinions, findings, conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation. We wish to thank student1, an undergraduate engineering student, who provided invaluable assistance. We would also like to thank undergraduate student2 and student3 of School1 for compiling the demographics and final examination data. ...

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Section: Background On Blended and Flipped Instructionmentioning

confidence: 99%

Evaluating Blended and Flipped Instruction in Numerical Methods at Multiple Engineering Schools

Clark

Kaw

Lou

et al. 2018

ij-sotl

View full text Add to dashboard Cite

show abstract

“…As a consequence, their prior knowledge of mathematics differs substantially. In a survey, prospective students announced the highest demand for a preparatory course in mathematics, followed by a request for a programming course [2]. The self-assessment of the target group shows that they are conscious about their perhaps insufficient mathematical skills and that further support is needed in order to start a study program.…”

Section: Openness Requires Preparatory Coursesmentioning

confidence: 99%

“…Prospective students possess rather different prior knowledge and competencies due to their scholastic, professional, and subject-specific experience [2]. In order to support them in getting started successfully with their studies, a concept for the initial study phase is developed.…”

Section: A Starting Point and Objectivesmentioning

confidence: 99%

Preparatory Mathematics Course for Non-Traditional Engineering Students

et al. 2014

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This paper reports the concept of a preparatory mathematics course for non-traditional students in electrical engineering, and its evaluation. The blended-learning course is part of the initial study phase smoothing the transition to learning at university level. The instructional design of the preparatory course is aligned with that of the Bachelor’s study program. However, it takes place prior to the beginning of the first semester. The initial phase additionally encompasses the whole first semester with different courses meant to help students getting ready for studying. Prospective students indicated that they needed to refresh their knowledge in mathematics. Thus, a preparatory mathematics course was given priority. This course serves several purposes: Students get an impression of the requirements in mathematics necessary for the study program; they refresh their basic knowledge; they make themselves familiar with self-organized learning and the blended-learning concept of the program. Design and implementation were evaluated with a questionnaire at the end of the course and after the first semester. The results show that the course is an appropriate instrument prior to engineering studies in order to prepare and support non-traditional students. In the conclusions potential for improvement is identified.

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“…Currently 53 students from three consecutive batches of students are enrolled. The first batch will finish their studies in summer 2017 [2].…”

Section: Introductionmentioning

confidence: 99%

Open e-University Phase II: Quality, Reliability and Security of Technical Systems: A Blended Learning Approach for a M.Eng.-Course

Hoppe¹,

Kurz²

2017

IJIET

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In this paper we present the current status of the development of an M.Eng.-program in Q&R (Quality and Reliability). The course is to be completed in part time and with distant learning in a blended learning approach. This project is driven by the strong demand from industry and society for well-trained Q&R-Engineers and is funded by the German Government and part of Phase II of the Open-e-University project. Course content, instruction design, and teaching methods will be outlined.Index Terms-Distant learning course design, blended learning, quality and reliability, sustainable infrastructure for further education, non-traditional students.

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Designing a blended-learning Bachelor's degree in electrical engineering for non-traditional students

Cited by 9 publications

References 2 publications

Evaluating Blended and Flipped Instruction in Numerical Methods at Multiple Engineering Schools

Evaluating Blended and Flipped Instruction in Numerical Methods at Multiple Engineering Schools

Preparatory Mathematics Course for Non-Traditional Engineering Students

Open e-University Phase II: Quality, Reliability and Security of Technical Systems: A Blended Learning Approach for a M.Eng.-Course

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