A First-time Flipped Classroom Experience: Measure of Outcomes and Challenges
- Conference
- Location
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Columbus, Ohio
- Publication Date
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June 24, 2017
- Start Date
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June 24, 2017
- End Date
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June 28, 2017
- Conference Session
- Tagged Division
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International
- Page Count
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13
- DOI
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10.18260/1-2--27461
- Permanent URL
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https://peer.asee.org/27461
- Download Count
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647
Paper Authors
Cedrick Kwuimy
University of Cincinnati
orcid.org/0000-0002-2949-3000
Dr. Kwuimy is currently Assistant Professor - Educator in the Department of Engineering Education - CEAS at the University of Cincinnati. His current interests is in the area of global competencies and e-learning. His has a background in the area of applied nonlinear dynamics and applied physics. Prior to joining the University of Cincinnati, Dr. Kwuimy was Research Fellow at the African Institute for Mathematical Sciences (AIMS) in South Africa and then worked for over 4 years on ONR funded research projects focus on the development nonlinear dynamics approaches for the detection of faults in bearing and gear systems at the Villanova Center for Analytics of Dynamic Systems (VCADS) in PA. He graduated from the University of Yaounde 1 in Cameroon and then completed a Certificate in Teaching Engineering in Higher Education at Villanova University.
Dr. Kwuimy is interested in vibration analysis and in the use of nonlinear dynamics tools to improve the early detection of fault in complex nonlinear systems. In the latest, his focus is on engineering systems (gear systems, bearings) and biological systems (vibration in human-arm, human diseases). In vibration analysis, his focus is on the conversion of mechanical vibration into electrical energy (energy harvesting). A key interest of Dr. Kwuimy is the development of active tools/methods to foster and enhance the learning experience for undergraduate students and, scale down cutting edge research challenges into undergraduate topics discussions.
Jeff Kastner University of Cincinnati
Dr. Jeff Kastner is an Assistant Professor Educator in the Department of Engineering Education at the University of Cincinnati. His primary responsibility is to teach freshmen engineering classes which focus on hands-on experiments, basic computer programing, problem solving, and communication skills.
Yuan Chen Center for Enhancement of Teaching and Learning, Chongqing University, China
Ph.D., Associate Professor, Project director of Center for Enhancement of Teaching and Learning of Chongqing University
Abstract
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.
Kwuimy, C., & Kastner, J., & Chen, Y. (2017, June), A First-time Flipped Classroom Experience: Measure of Outcomes and Challenges Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--27461
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