Hylton, J. B., & Funke, L. (2020, June), Exploring Impacts of a Flipped-instruction Mode for a Disciplinary Computer Applications Course  Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34642

\bibitem{asee_peer_34642}
  Hylton, J. B., \& Funke, L. (2020, June), \emph{Exploring Impacts of a Flipped-instruction Mode for a Disciplinary Computer Applications Course}
  Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line .
  10.18260/1-2--34642

J. Blake Hylton and Lawrence Funke.  "Exploring Impacts of a Flipped-instruction Mode for a Disciplinary Computer Applications Course".  2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June.  ASEE Conferences, 2020.  https://peer.asee.org/34642 Internet.  23 Apr, 2024

\bibitem{asee_peer_34642}
  J. Blake Hylton and Lawrence Funke.
  "Exploring Impacts of a Flipped-instruction Mode for a Disciplinary Computer Applications Course".
  \emph{2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June}.
  ASEE Conferences, 2020.
  https://peer.asee.org/34642 Internet.  23 Apr, 2024

@INPROCEEDINGS{asee_peer_34642
author = "J. Blake Hylton and Lawrence Funke"
title = "Exploring Impacts of a Flipped-instruction Mode for a Disciplinary Computer Applications Course"
booktitle = "2020 ASEE Virtual Annual Conference Content Access"
year = "2020"
month = "June"
address = "Virtual On line "
publisher = "ASEE Conferences"
note = {https://peer.asee.org/34642}
number = {10.18260/1-2--34642}
}

TY  - CPAPER
AB  - Recent decades have seen a growing popularity of active-learning and flipped-instruction techniques, the two often combined in a marriage of convenience, if not necessity. The merits of active learning techniques have been thoroughly studied and are well documented in the literature, to the extent that some argue that failure to adopt such techniques is analogous to malpractice in the medical community. The other side of that equation however, flipped instruction, has been significantly less studied. This work provides a comparison of two course models for a sophomore mechanical engineering computer applications course – one with and one without a flipped model of instruction. 

The setting for this work is a small, private, four-year college. The course under study focuses on programming in the context of engineering problem solving, as well as additional computer topics such as solid modeling and the programming of microcontrollers. This study covers two successive years of this course. In year one, the course was taught under a traditional course model – some pre-class reading, class time devoted substantially to delivery of content, and most student working time accomplished through homework assignments with limited in-class work time. In the second year, a series of video modules were developed to deliver the vast majority of the content and class time was instead used to complete homework problems. The scale and scope of the problem sets were substantially similar between the two years and a common final exam was given under both models. 

In addition to analysis of student performance on common assignments and the common final exam, overall course grades are also compared. Survey data related to course content, especially around perceived value of programming in an engineering career context, are also compared. Student perception surveys about the course structure, difficulty, and other such course evaluation elements are also included as a third point of comparison. Student population data is also included to ensure validity of the comparisons between student cohorts.

AU  - J. Blake Hylton
AU  - Lawrence Funke
CY  - Virtual On line 
DA  - 2020/06/22
PB  - ASEE Conferences
TI  - Exploring Impacts of a Flipped-instruction Mode for a Disciplinary Computer Applications Course
UR  - https://peer.asee.org/34642
DO  - 10.18260/1-2--34642
ER  -