June 15, 2019
June 15, 2019
October 19, 2019
Computers in Education
Given increasing enrollments within STEM curricula, it is sought to overcome challenges of conventional lecture-only delivery in high-enrollment courses. Mixed-mode delivery, which is also known as Blended Delivery, utilizes a combination of online and traditional face-to-face methods. Herein, a novel eight-step phased instructional flow with several targeted adaptations is used to accommodate the mixed-mode delivery of STEM curricula. It is formalized as the STEM Blended Delivery Protocol (STEM-BDP) with a special emphasis on the scaffolding of analytical procedures along with hands-on problem solving in both online and face-to-face components of the delivery. Methods used, learning outcomes, instructor perceptions, and students’ perceptions of courses using STEM-BDP over multiple semesters at a large state university are described. Two high enrollment course case studies utilizing STEM-BDP are examined herein, including an Electrical and Computer Engineering required core undergraduate course and a Mechanical and Aerospace Engineering undergraduate course. The details of the STEM-BDP delivery strategies, learning activities, and student perceptions surveys are presented. Results indicated very positive feedback whereby 90% of students agreed that video content offers valuable convenience compared to live lecture and 76% of students, agreed that opportunities for questions and interaction with the instructor have increased versus traditional lecture. Finally, the paper will discuss the evidence of transportability of STEM-BDP from ECE courses to large-enrollment Mechanical Engineering courses, associated challenges, tools, and suggestions for successful transport to other courses and institutions.
DeMara, R. F., & Tian, T., & Sheikhfaal, S., & Howard, W. (2019, June), Adapting Mixed-Mode Instructional Delivery to Thrive within STEM Curricula Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--32035
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2019 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015