Conference Session

Microsoft Teams, Deep Learning, and Classroom Flipping

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Paul M. Kump, SUNY Maritime College

Tagged Divisions

Ocean and Marine

then to observe how long it takes students with these negative perspectivesto change them, if ever, while also observing differences in perspectives between license students andintern students, if any.The survey was partitioned into three sections. The purpose of Section I, with only one question Q 1.1(referencing Figure 4), was to acquire the necessary information to separate the surveys into the licenseand intern datasets while preserving student anonymity. The purpose of Section II of the survey was tounderstand students’ perspectives and attitudes of the learning process in general as related toclassroom flipping. The purpose of Section III was to understand the students’ perspectivesspecifically in ENGR 383, especially regarding ABET and

Conference Session

Best Paper, Best Diversity Paper

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jeroen Pruyn, Delft University of Technology; Edwin van Hassel, University of Antwerp

Tagged Divisions

Ocean and Marine

conference: Envisioning future media environments, 2011, pp. 9-15.[13] F. F.-H. Nah, Q. Zeng, V. R. Telaprolu, A. P. Ayyappa, and B. Eschenbrenner, "Gamification of education: a review of literature," in International conference on hci in business, 2014: Springer, pp. 401-409.[14] D. Dicheva, C. Dichev, G. Agre, and G. Angelova, "Gamification in education: A systematic mapping study," Journal of Educational Technology & Society, vol. 18, no. 3, 2015.[15] A. M. Toda, P. H. Valle, and S. Isotani, "The dark side of gamification: An overview of negative effects of gamification in education," in Researcher Links Workshop: Higher Education for All, 2017: Springer, pp. 143-156.[16] J. Majuri, J. Koivisto, and J