Rafla, N., & Jacinto, H. S. (2018, June), Flipping a Hardware Design Class: An Encouragement of Active Learning. Should it Continue?  Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--30527

\bibitem{asee_peer_30527}
  Rafla, N., \& Jacinto, H. S. (2018, June), \emph{Flipping a Hardware Design Class: An Encouragement of Active Learning. Should it Continue?}
  Paper presented at 2018 ASEE Annual Conference \& Exposition , Salt Lake City, Utah.
  10.18260/1-2--30527

Nader Rafla and H. Shelton Jacinto.  "Flipping a Hardware Design Class: An Encouragement of Active Learning. Should it Continue?".  2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah, 2018, June.  ASEE Conferences, 2018.  https://peer.asee.org/30527 Internet.  19 Apr, 2024

\bibitem{asee_peer_30527}
  Nader Rafla and H. Shelton Jacinto.
  "Flipping a Hardware Design Class: An Encouragement of Active Learning. Should it Continue?".
  \emph{2018 ASEE Annual Conference \& Exposition , Salt Lake City, Utah, 2018, June}.
  ASEE Conferences, 2018.
  https://peer.asee.org/30527 Internet.  19 Apr, 2024

@INPROCEEDINGS{asee_peer_30527
author = "Nader Rafla and H. Shelton Jacinto"
title = "Flipping a Hardware Design Class: An Encouragement of Active Learning. Should it Continue?"
booktitle = "2018 ASEE Annual Conference \& Exposition "
year = "2018"
month = "June"
address = "Salt Lake City, Utah"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/30527}
number = {10.18260/1-2--30527}
}

TY  - CPAPER
AB  - In this paper, we aim to discuss the pros and cons of flipping the classroom for an entry-level graduate course on digital hardware design. This course requires students to learn the concepts and methods of design, simulation, synthesis, and verification of digital circuits through hands-on exercise and projects. In addition, the students are exposed to the usage and application of an industrial design suite to further enhance their understanding and knowledge of practical applications.
Even with experience in the field of hardware design, as well as working on prepared activities, students still spend several hours outside the classroom debugging design issues while working alone on assignments and projects – without additional help from the instructor or teaching assistants. Even help through office hours and recitation sessions is not enough to fully develop design concepts.
We have explored the implications of taking a previously all lecture-based classroom environment (traditional teaching) and changing to a blended learning environment, using multi-modal techniques. In this new environment, students watch and follow-along with short videos produced to provide instructional and programmed-exercises before coming into the class. The classroom environment then becomes a center for active learning through means of creative activities. Students may work in teams to further reinforce key concepts and operational ideologies.
From students’ perspectives, preliminary results show that they spent less time working alone on assignments and projects due to the new combined learning environment used, pre-class preparations, and in-class activities. This environment included on-line preview of lecture notes, real interaction with instructors during class, and in-class hands-on activities. From the instructional point of view, regardless of drawbacks, this technique allowed the instructor to reinforce and delve more deeply into course content while allowing students work efficiently with new material.

AU  - Nader Rafla
AU  - H. Shelton Jacinto
CY  - Salt Lake City, Utah
DA  - 2018/06/23
PB  - ASEE Conferences
TI  - Flipping a Hardware Design Class: An Encouragement of Active Learning. Should it Continue?
UR  - https://peer.asee.org/30527
DO  - 10.18260/1-2--30527
ER  -