A Hybrid Online/Lectures Teaching Model for Mechanics of Structures Courses Involving New Learning Spaces
- Conference
- Location
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Virtual On line
- Publication Date
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June 22, 2020
- Start Date
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June 22, 2020
- End Date
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June 26, 2021
- Conference Session
- Tagged Divisions
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Architectural Engineering and Construction Engineering
- Page Count
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16
- DOI
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10.18260/1-2--34009
- Permanent URL
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https://peer.asee.org/34009
- Download Count
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497
Paper Authors
Miguel X. Rodriguez-Paz
Tecnológico de Monterrey
orcid.org/0000-0002-9975-9847
Prof. Rodríguez-Paz got his B.Sc. In Civil Engineering from Tecnologico de Oaxaca in 1993. He studied a M.Sc. In Structural Engineering at Tecnologico de Monterrey and got his Ph.D. from the University of Wales at Swansea in 2003 where he did research on Numerical Methods for Fluid Dynamics as a post-doc Research Officer. In August 2004 he joined Tecnologico de Monterrey at its Puebla Campus. He is a full professor of Applied Mechanics since 2009. His research topics include Engineering Education, Structural Dynamics and Applied Mechanics. He has been a member of the National System of Researchers (SNI) in the Mexican Council of Science and Technology. He has held several position within the School of Engineering, including Head of School and his current post as head of the department of Sustainable Technologies and Civil Engineering. He enjoys teaching Engineering in a fun way and likes to learn about Flipped Learning and Open Education. Since 2010 he is an Academic/educatational Youtuber.
Jorge A. Gonzalez-Mendivil Tecnológico de Monterrey
Master in Sciences with an speciality in Quality Systems and Industrial and Systems Engineer by ITESM in Mexico, twenty years of experience in engineering education, several projects in innovation of engineering education such as the use of 3D virtual ambiences as a way of developing competences.
Israel Zamora-Hernandez Tecnológico de Monterrey
Israel Zamora-Hernández has a B.Sc. in Electronic Engineering from the Autonomous University of Puebla, Mexico. He has a M.Sc. in Digital Systems from Tecnologico de Monterrey. He has been a lecturer in the School of Engineering for over 18 years. His work especializes in attracting new students to STEM programs at University level. He has directed several teams in the Admissions Office at Tecnologico de Monterrey.
Gibrán Sayeg-Sánchez Tecnológico de Monterrey
Dr. Gibrán Sayeg-Sánchez is professor – consultant in the Science Department in Tecnologico de Monterrey, Puebla campus. He studied a PhD in Financial Science in EGADE Business School (2016), a MSc in Industrial Engineering in Tecnologico de Monterrey (2011), and a BEng in Industrial and Systems Engineering in Tecnologico de Monterrey (2006). Dr. Sayeg-Sánchez has more than 8 years of experience in teaching statistics, mathematics, and operations research; and more than 10 years of experience in Operational Excellence consulting. His current research interests are focused in educational innovation and educational technologies.
Martha Elena Nunez Tecnológico de Monterrey
Professor since 2013 at Tecnologico de Monterrey, where currently she is the Dean of the Architecture Department. PhD at Birmingham city University, UK (September 2016 – July 2020). She holds two Master Degrees: Industrial Design and Construction Management and Engineering. Other positions she has occupied at Tec de Monterrey are: National Coordinator of the Architecture, Design and Arts Academies, Academic Director of the Industrial Design Department. Shortlisted at the QS-Stars Reimagine Education Awards, U.S. (2015-2017). She is also a judge for the Reimagine Education Awards (2016 – present). In May 2017 she won the “Inspiring Professor Award” at Tec de Monterrey. She has organized successful Summer Programs in UK, Japan, China and Thailand. She has presented her Research and work at different international forums: ASME, Pittsburgh, U.S. 2018 / The Festival of Teaching at Birmingham City University, 2017 / Hayashi Genjuro Art Gallery, Kurashiki, Japan 2016
Abstract
The main objective of this work is to show the implementation of a model that involves the availability of online videos and lectures in a newly designed classroom called the “Innovate Room” at our university. The combination of flipped learning as well as the use of such a learning space make the overall student experience a memorable one when compared to a traditional lecture model in courses that are usually difficult for most students of Architecture and Civil Engineering. In the case of the Innovate Room, it is equipped with different projection capabilities and furniture that allows a class of up to thirty-two students to participate in a more collaborative manner with classmates and with the professor. The main idea of having such a classroom on Campus is to allow the connectivity of students and the professor using several projections simultaneously and encouraging the internet activity of students rather than forbidding it during a class. This new learning space has also good illumination that allows the video recording for each session using simple camcorders. The online video repository on the other hand, offers students a prerecorded version of the topics that are covered in the selected courses and therefore they might advance prior to each session. Some classroom sessions then become problem solving sessions where collaborative work is done by small teams and the students have also the chance to either ask the professor some questions or review the video in their personal internet devices. In this paper we show the perception of the students on using such a model in typical Mechanics of Structures courses for two different programs: Civil Engineering and Architecture programs after several semesters of the implementation of this model. The results show that students think that having a new kind of learning space where connectivity is encouraged rather than discouraged, allows them to be more motivated and engaged with a course that is usually considered difficult by the majority of students. Some results are shown comparing the final grades of previous classes using traditional classrooms and no video-repositories compared to the marks obtained by students who took the course with this new model. The new classroom also allows for the sessions to be recorded in a simple manner by the professor, which helps the students to review the session at a later time. Some results are also included regarding the preference of students to different video features, including length and type of recorded session. The results of this work can be applied in designing new teaching models that involve the design of new spaces for engineering education, and we think it can improve the engagement of new generations of Engineering students in the twenty-first century.
Rodriguez-Paz, M. X., & Gonzalez-Mendivil, J. A., & Zamora-Hernandez, I., & Sayeg-Sánchez, G., & Nunez, M. E. (2020, June), A Hybrid Online/Lectures Teaching Model for Mechanics of Structures Courses Involving New Learning Spaces Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34009
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