June 14, 2015
June 14, 2015
June 17, 2015
26.41.1 - 26.41.12
A flipped course in modern energy systems: preparation, delivery, and post- mortemIn the flipped classroom model, students are assigned to read material or view videos on classtopics before coming to class. The traditional lecture period can then be used to engage studentsvia a variety of methods including active learning techniques such as peer instruction, labs, andproblem sets. Cited advantages of this pedagogical method include, amongst others: time tospend with student on authentic research, time to work with scientific equipment in classrooms,lecture content can be viewed repeatedly, the method promotes thinking both inside and outsideof the classroom, and students are more actively involved in the learning process. All of theseadvantages share a common philosophy; online instruction can be used at home to free class timefor learning.This paper presents the implementation, delivery, and analysis of a flipped course in electricalpower engineering technology at the undergraduate level. The methods used are characterized interms of existing evidence based research for practical and effective instruction, and instructorand student feedback is included for comparison. First, a method of converting the traditionallecture based instructional content into web-based videos using a low-cost do-it-yourself smartboard and open source video editing software is presented, as well as the organization of videocontent into online playlists for ease of viewing. Second, methods of monitoring studentcompletion of out-of-class assignments are evaluated, and the use of low-stakes online quizzes ispresented as such a tool. The restructuring of class time is then discussed, including the use ofdeep learning activities, problem based learning, peer instruction, laboratory based learning, andtraditional problem sets, with examples of each presented and analyzed for both efficacy andutility as metrics for evaluation of student performance. The role of homework sets is examinedin context of both effectiveness and consideration for student life-school balance, and theargument is made for the preservation of traditional homework assignments within the flippedclassroom. The paper is concluded with a summary of reports on student’s perceptions of theflipped methodology and a comparison between student achievement in the course as deliveredvia traditional direct instruction and via flipped methods. Throughout the paper, both thebenefits and the pitfalls of the flipped classroom method are highlighted, and the importance ofproper instructional design is emphasized.
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