COMPARISON OF TRADITIONAL, HYBRID AND FLIPPED CLASSROOM FOR WATER RESOURCES DESIGN COURSES

Seema C Shah-Fairbank; Kenneth W. Lamb

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Conference: 2017 Pacific Southwest Section Meeting
Location: Tempe, Arizona
Publication Date: April 20, 2017
Start Date: April 20, 2017
End Date: April 22, 2017
Conference Session: Technical Session 2b
Tagged Topic: Pacific Southwest Section
Page Count: 10
DOI: 10.18260/1-2--29209
Permanent URL: https://peer.asee.org/29209
Download Count: 391

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Paper Authors

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Seema C Shah-Fairbank P.E. California State Polytechnic University, Pomona

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Seema C. Shah-Fairbank is an associate professor in water resources at California State Polytechnic University in Pomona. She teaches service courses, in addition to hydrology, hydraulics and environmental engineering. Seema is currently serving as the student section advisor for the Society of Women Engineers (SWE) and the American Societies of Civil Engineers (ASCE).

She obtained her BS in Environmental Engineering from California Polytechnic State University, San Luis Obispo in 2001. Prior to attending graduate school at Colorado State University (CSU) she spent 3 years working as a Design Engineer for RBF Consulting in Storm Water Management. Where, she worked on various flood control, hydrology and hydraulics projects. She is a Licensed Professional Engineer in the State of California. She completed her graduate studies in Civil Engineering at CSU with a MS in 2006 and Ph.D. in 2009, where she specialized in sediment transport and river mechanics.

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Kenneth W. Lamb P.E. Ph.D California State Polytechnic University, Pomona

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Kenneth is an Assistant Professor at Cal Poly Pomona. Kenneth is a licensed Professional Engineer in Nevada with experience working on a variety of water, storm water, and waster water systems projects. He holds degrees from the University of Nevada Las Vegas (BSCE and PhD) and from Norwich University (MCE).

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Abstract

As technology becomes readily available to students and faculty, there are techniques that can be used to deliver material to students outside the traditional classroom environment. Using interactive white board, screen capture and audio recording software, lecture material and practice problems can be delivered to students outside of classroom instruction.

Over the course of several years, Engineering Hydrology, a senior level civil engineering design course, has experienced dramatic redesign. The course which initially was taught in a traditional face-to-face (F2F) lecture has also been taught through hybrid-asynchronous (HA) as well as flipped classroom models. This study looks at comparing the three teaching pedagogies (F2F, HA, and flipped) in terms of student engagement and student performance/comprehension.

Initial results show that student performance in F2F and flipped classrooms had comparable exam and overall grades. In the F2F and flipped classrooms less than 20% of students received a deficient grade on the midterm and less than 39% received a deficient grade on the final. In the flipped classroom a considerable amount of time was spent having class discussions and group-based problem solving activities. This increased students’ interaction with their faculty and peers during class, which helped reduce confusion on complex topics. Students performed significantly better on out of class homework assignments (increase of 10%), increasing their overall grade, and resulting in no students receiving a C-. Currently, there is no statistical significance between the F2F and the flipped classroom environment. On the other hand, students in the hybrid course performed below students in the F2F and flipped modes. Approximately, 32% of the students earned a deficient grade on the midterm and 39% on the final exam. Thus, student engagement is essential for student performance and comprehension. We observed that reduced contact time decreased students will to learn the material. In addition, hybrid instruction requires more faculty guidance in the online media through discussion boards, online office hours and immediate feedback on student performance.

Citation
Format

Shah-Fairbank, S. C., & Lamb, K. W. (2017, April), COMPARISON OF TRADITIONAL, HYBRID AND FLIPPED CLASSROOM FOR WATER RESOURCES DESIGN COURSES Paper presented at 2017 Pacific Southwest Section Meeting, Tempe, Arizona. 10.18260/1-2--29209

TY - CPAPER
AB - As technology becomes readily available to students and faculty, there are techniques that can be used to deliver material to students outside the traditional classroom environment. Using interactive white board, screen capture and audio recording software, lecture material and practice problems can be delivered to students outside of classroom instruction.

Over the course of several years, Engineering Hydrology, a senior level civil engineering design course, has experienced dramatic redesign. The course which initially was taught in a traditional face-to-face (F2F) lecture has also been taught through hybrid-asynchronous (HA) as well as flipped classroom models. This study looks at comparing the three teaching pedagogies (F2F, HA, and flipped) in terms of student engagement and student performance/comprehension.

Initial results show that student performance in F2F and flipped classrooms had comparable exam and overall grades. In the F2F and flipped classrooms less than 20% of students received a deficient grade on the midterm and less than 39% received a deficient grade on the final. In the flipped classroom a considerable amount of time was spent having class discussions and group-based problem solving activities. This increased students’ interaction with their faculty and peers during class, which helped reduce confusion on complex topics. Students performed significantly better on out of class homework assignments (increase of 10%), increasing their overall grade, and resulting in no students receiving a C-. Currently, there is no statistical significance between the F2F and the flipped classroom environment. On the other hand, students in the hybrid course performed below students in the F2F and flipped modes. Approximately, 32% of the students earned a deficient grade on the midterm and 39% on the final exam. Thus, student engagement is essential for student performance and comprehension. We observed that reduced contact time decreased students will to learn the material. In addition, hybrid instruction requires more faculty guidance in the online media through discussion boards, online office hours and immediate feedback on student performance.

AU - Seema C Shah-Fairbank P.E.
AU - Kenneth W. Lamb P.E. Ph.D
CY - Tempe, Arizona
DA - 2017/04/20
PB - ASEE Conferences
TI - COMPARISON OF TRADITIONAL, HYBRID AND FLIPPED CLASSROOM FOR WATER RESOURCES DESIGN COURSES
UR - https://peer.asee.org/29209
DO - 10.18260/1-2--29209
ER -