Learning outside the classroom - Flipping an Undergraduate Circuits Analysis Course

Rockland, Ronald; Hirsch, Linda; Burr-Alexander, Levelle; Carpinelli, John; Kimmel, Howard

doi:10.18260/1-2--19868

Cited by 10 publications

(4 citation statements)

References 1 publication

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“…For example, Metzger (2015) commented that "gathering and reviewing feedback from students can inform revisions of course design, implementation, and assessment strategies" (p. 8). Rockland et al (2013) further described changing and improving the course in response to student feedback, "As a result of these discussions, the author made three changes to the course. This is the process of continuous improvement within a course" (p. 6).…”

Section: Planning Strategiesmentioning

confidence: 99%

Instructor strategies to aid implementation of active learning: a systematic literature review

et al. 2021

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Background Despite the evidence supporting the effectiveness of active learning in undergraduate STEM courses, the adoption of active learning has been slow. One barrier to adoption is instructors’ concerns about students’ affective and behavioral responses to active learning, especially student resistance. Numerous education researchers have documented their use of active learning in STEM classrooms. However, there is no research yet that systematically analyzes these studies for strategies to aid implementation of active learning and address students’ affective and behavioral responses. In this paper, we conduct a systematic literature review and identify 29 journal articles and conference papers that researched active learning, affective and behavioral student responses, and recommended at least one strategy for implementing active learning. In this paper, we ask: (1) What are the characteristics of studies that examine affective and behavioral outcomes of active learning and provide instructor strategies? (2) What instructor strategies to aid implementation of active learning do the authors of these studies provide? Results In our review, we noted that most active learning activities involved in-class problem solving within a traditional lecture-based course (N = 21). We found mostly positive affective and behavioral outcomes for students’ self-reports of learning, participation in the activities, and course satisfaction (N = 23). From our analysis of the 29 studies, we identified eight strategies to aid implementation of active learning based on three categories. Explanation strategies included providing students with clarifications and reasons for using active learning. Facilitation strategies entailed working with students and ensuring that the activity functions as intended. Planning strategies involved working outside of the class to improve the active learning experience. Conclusion To increase the adoption of active learning and address students’ responses to active learning, this study provides strategies to support instructors. The eight strategies are listed with evidence from numerous studies within our review on affective and behavioral responses to active learning. Future work should examine instructor strategies and their connection with other affective outcomes, such as identity, interests, and emotions.

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Section: Planning Strategiesmentioning

confidence: 99%

Instructor strategies to aid implementation of active learning: a systematic literature review

et al. 2021

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“…Due to multiple advantages of using blended and flipped-classroom structures, multiple studies have been conducted in wide variety of engineering courses like entry-level courses, advanced courses, service courses for non-electrical engineering students etc. [9,10,11,12] A blended learning approach was adopted for the Electrical Circuits course at Missouri University of Science and Technology. Electrical Circuits is the fundamental course in electrical engineering for non-Electrical Engineering students.…”

Section: Proceedings Of the 2018 Asee Midwest Section Annual Conferencementioning

confidence: 99%

Best 2019 Zone III Paper: Blended Learning: Electrical Circuits for Non-EE Students

Kaur

Swift

2020 ASEE Virtual Annual Conference Content Access Proceedings

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With the advent of technology, the modern world is always changing around us. Our classrooms are becoming diverse with not just diversity of thought but also the diversity of culture, age, and learning styles and pace. Our academic institutes are creating welcoming environments for the students with learning disabilities in addition to the students with physical difficulties. As educators, its our responsibility to utilize the tools of our times to create more dynamic classes by promoting more engagement, better learning experiences and providing different avenues of learning to students with different learning styles. A blended or partially flipped classroom is the step in that direction. This methodology combines the advantages of in-class learning with out of class online learning. The out of class learning involves students preparing content on their own by watching videos and then taking online quizzes. A blended learning approach was adopted for the "Electrical Circuits" course at Missouri University of Science and Technology. This study presented here presents a comparison of different aspects of the blended learning format to that of a traditional lecture format for this course.

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“…Swartz et al 5 notes that implementation of a flipped classroom is not an all-ornothing proposition -it is possible to flip a portion of a class while retaining other teaching methods throughout. This partial approach was also endorsed by Rockland et al 6 , particularly with respect to the amount of instructor time required to effectively flip an entire course.…”

Section: Introductionmentioning

confidence: 95%

“…Learning aids for a flipped course vary, but there is general agreement that they must be short and concise [2][3][4][5][6][7][8][9][10][11][12] . Students must be informed which materials are needed to be prepared for the classroom activities.…”

Section: Introductionmentioning

confidence: 99%

Comparison of Student Performance and Perceptions Across Multiple Course Delivery Modes

Cavalli

Neubert

McNally

et al.

2014 ASEE Annual Conference &Amp; Exposition Proceedings

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The concept of the flipped class has received a great deal of attention in recent years. In a flipped class, students are expected to view lecture material prior to the class period so that time with the instructor can be spent on higher level problem solving and discussions. Previous work has shown the potential for both deeper learning and extended content coverage using the flipped instructional model. This study aims to gage the effect of the flipped pedagogy implemented with learning aids primarily consisting of short, on-line videos. Comparisons of student learning between the different cohorts were made with the use of pre-and post-tests as well as other assessment mechanisms during the course of the semester. In addition, all students were surveyed at the end of the semester to understand their perceptions of the pedagogy used and provide them an opportunity to offer suggestions. Advantages and limitations of the traditional and flipped course structure are discussed with suggestions for potential improvements.

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Learning outside the classroom - Flipping an Undergraduate Circuits Analysis Course

Cited by 10 publications

References 1 publication

Instructor strategies to aid implementation of active learning: a systematic literature review

Instructor strategies to aid implementation of active learning: a systematic literature review

Best 2019 Zone III Paper: Blended Learning: Electrical Circuits for Non-EE Students

Comparison of Student Performance and Perceptions Across Multiple Course Delivery Modes

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