June 24, 2017
June 24, 2017
June 28, 2017
Over the past years, engineering education has been challenged to embed more student-centered learning strategies. The current study discusses the efficiency and the benefits of the flipped classroom strategy. The instructor and the student population considered were at their first experience with such teaching strategy. Our interest here is to analyze to what degree are international student's engagement in learning influenced by inverted pedagogies; and to what degree are international student's perceptions about their learning influenced by inverted pedagogies.
The context of this study is set as follows. In 2013, the University of Cincinnati’s College of Engineering and Applied Science (UC-CEAS) partnered with Chongqing University (CQU) to introduce the first mandatory cooperative engineering education program in China, named the Joint Co-op Institute (JCI). Every semester, faculty from UC together with TAs (UC senior students) teach UC courses in China at CQU.
For this study, 25 Sophomore students (all native of People’s Republic of China) were enrolled in the Semiconductor Devices class and were experiencing the flipped classroom for the first time. The videos were recorded by a senior faculty member with outstanding experience in active learning, and the instructor was a junior faculty member with limited experience in active learning. The class was taught during the Summer 2016 at Chongqing University in China. A comparison is made with students taking the same course on UC campus in USA.
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