Effectiveness of Blended Teaching of Electrical Machinery Course

Aleksandr Sergeyev; Nasser Alaraje

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Conference: 2014 ASEE Annual Conference & Exposition
Location: Indianapolis, Indiana
Publication Date: June 15, 2014
Start Date: June 15, 2014
End Date: June 18, 2014
ISSN: 2153-5965
Conference Session: Robotics and Automation
Tagged Division: Engineering Technology
Page Count: 13
Page Numbers: 24.1.1 - 24.1.13
DOI: 10.18260/1-2--19889
Permanent URL: https://peer.asee.org/19889
Download Count: 363

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Paper Authors

biography

Aleksandr Sergeyev Michigan Technological University

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Aleksandr Sergeyev is currently an Associate
Professor in the Electrical Engineering
Technology program in the
School of Technology at Michigan Technological
University. Dr. Aleksandr
Sergeyev earned his bachelor degree in
Electrical Engineering at Moscow University
of Electronics and Automation in
1995. He obtained the Master degree
in Physics from Michigan Technological
University in 2004 and the PhD degree in Electrical Engineering
from Michigan Technological University in 2007.
Dr. Aleksandr Sergeyev’s research interests include high
energy laser propagation through the turbulent atmosphere,
developing advanced control algorithms for wavefront sensing
and mitigating effects of the turbulent atmosphere, digital
inline holography, digital signal processing, and laser spectroscopy.
Dr. Sergeyev is a member of ASEE, IEEE, SPIE and
is actively involved in promoting engineering education.

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Nasser Alaraje Michigan Technological University

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Abstract

Effectiveness of Blended Teaching of Electrical Machinery CourseWith a increasing emphasis on student learning outcomes and assessment, educators constantlyseek ways to effectively integrate theory and hands-on practices in inventive course designmethodologies. Critics of engineering education argue that educational programs focus too muchon the transmittal of information through static lecture-discussion formats and routine use ofoutdated laboratory exercises. On the other hand, that active learning, learning that involveshands-on experience, significantly improves student comprehension and proficiency. It is clearthat understanding and retention are greatly enhanced when students engage in active learning.While theoretical knowledge remains a fundamental component of any comprehension process,the underpinnings of proficiency development seem to increase best through active learningpractices. What remains less clear is the “gold standard” for pedagogical approaches thatcombine theory and hands-on learning.In this article we describe the development and implementation of three models of ElectricalMachinery course offering: traditional, on-line, and blended.. The traditional way of teaching ofElectrical machinery course for EET and Mechanical Engineering Technology (MET) majorshas been conducted for years and therefore provides us with significant statistics on students'comprehension of the subject. The goal of a blended approach is to join the best aspects of bothface-to-face and online instruction: classroom time can be used to engage students in advancedlearning experiences, while the on-line portion of the course can provide students with content atany time of day allowing for an increase in scheduling flexibility for students. The blendedversion of Electrical Machinery course has been developed and implemented four times. Duringthe first two offerings the blended approach was slowly introduced to the class to understand thestudens' perception and to capture any positive and/ or negative changes in the subjectcomprehension. The last two offerings of the Electrical machinery course taught in Fall of 2012and 2013 had fully integrated blended instructions. Rigorous assessment revealing interestingresults has been implemented during the last two offerings. The on-line Electrical Machinerycourse was offered in Track A of summer 2012, 13 and is in the book for 2014.In this articles we discuss the structural details of all three course models, including thetheoretical topics and experimental exercises of the course, the technology that has been used forthe on-line materials development, implementation of the assessment tools to evaluate thestudents progress, and students' perception of all three models.

Citation
Format

Sergeyev, A., & Alaraje, N. (2014, June), Effectiveness of Blended Teaching of Electrical Machinery Course Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--19889

TY  - CPAPER
AB  -      Effectiveness of Blended Teaching of Electrical Machinery CourseWith a increasing emphasis on student learning outcomes and assessment, educators constantlyseek ways to effectively integrate theory and hands-on practices in inventive course designmethodologies. Critics of engineering education argue that educational programs focus too muchon the transmittal of information through static lecture-discussion formats and routine use ofoutdated laboratory exercises. On the other hand, that active learning, learning that involveshands-on experience, significantly improves student comprehension and proficiency. It is clearthat understanding and retention are greatly enhanced when students engage in active learning.While theoretical knowledge remains a fundamental component of any comprehension process,the underpinnings of proficiency development seem to increase best through active learningpractices. What remains less clear is the “gold standard” for pedagogical approaches thatcombine theory and hands-on learning.In this article we describe the development and implementation of three models of ElectricalMachinery course offering: traditional, on-line, and blended.. The traditional way of teaching ofElectrical machinery course for EET and Mechanical Engineering Technology (MET) majorshas been conducted for years and therefore provides us with significant statistics on students&#39;comprehension of the subject. The goal of a blended approach is to join the best aspects of bothface-to-face and online instruction: classroom time can be used to engage students in advancedlearning experiences, while the on-line portion of the course can provide students with content atany time of day allowing for an increase in scheduling flexibility for students. The blendedversion of Electrical Machinery course has been developed and implemented four times. Duringthe first two offerings the blended approach was slowly introduced to the class to understand thestudens&#39; perception and to capture any positive and/ or negative changes in the subjectcomprehension. The last two offerings of the Electrical machinery course taught in Fall of 2012and 2013 had fully integrated blended instructions. Rigorous assessment revealing interestingresults has been implemented during the last two offerings. The on-line Electrical Machinerycourse was offered in Track A of summer 2012, 13 and is in the book for 2014.In this articles we discuss the structural details of all three course models, including thetheoretical topics and experimental exercises of the course, the technology that has been used forthe on-line materials development, implementation of the assessment tools to evaluate thestudents progress, and students&#39; perception of all three models.
AU  - Aleksandr Sergeyev
AU  - Nasser Alaraje
CY  - Indianapolis, Indiana
DA  - 2014/06/15
PB  - ASEE Conferences
TI  -         Effectiveness of Blended Teaching of Electrical Machinery Course 
UR  - https://peer.asee.org/19889
DO  - 10.18260/1-2--19889
ER  -