Salt Lake City, Utah
June 23, 2018
June 23, 2018
July 27, 2018
Cooperative and Experiential Education
Assessing the Active Learning in Engineering Education Based on BOPPPS Model
A)Introduction to the proposal This evidence-based paper examines the forms of student engagement associated with learning as measured based on BOPPPS model, which is widely used in Canada in the process of teaching skills training. Various approaches have been used to estimate engineering education quality. BOPPPS model is famous for its effective teaching in active learning developed on the theoretical basis of constructivism and communication method. Since 1990s, the student engagement in the process of education is the main factor affects their learning effect（Sanders and Horn,1994）.Student engagement is generally considered to be among the better predictors of learning and personal development. The premise is deceptively simple, perhaps self-evident: The more students study or practice a subject, the more they tend to learn about it (Carini and Kuh,2006).
B)objective of the proposal To adapt to the active learning in engineering education process, it is essential to follow the initiative and directional principles, combine with the advent of technology enhanced learning , The main proposal of this paper is to grasp the connotation and construction of active learning with new information technology，and establish application framework.
C)Work methodology. In this paper, an active learning in engineering education based on BOPPPS framework was preliminarily achieved by utilizing XX series of products and conducted in XX university. According to BOPPPS teaching model, BOPPPS’s word meaning respectively is B: Bridge-in,O:Objective,P:Pre-assessment,P:Participatory,P:Post-assessment,S:Summary.we establish a classroom application Framework and construct ideas for teaching practice and evaluation, and carry out analysis on the curriculum model. Firstly, carry out engineering education demand analysis, put the emphasis on studying the current situation and shortages of student ability in the vocational engineering education, and explicit teaching goals and contents. Secondly, analyze the mature cases that are already utilized, feed-back the characteristics of courses, comb the basic rules and methods used in classroom, and establish a basic application framework based on BOPPPS model. It contains the following main elements, pre-assessment, participatory and post-assessment. Thirdly, organize teaching application and evaluation, select partial universities, and utilize the established application framework to analyze the changes of teaching effects before and after the use of it and verify the rationality of model. At last, put forward the prospect for the future development. From the practice, it shows that which will not only cultivate the student’s ability in independent study, but also trains a series of abilities including thinking ability, reading ability, ability in analyzing and understanding and expressing ability that are needed for future life and occupational engineering development. D)Conclusions/results. How to further rely on the mature application of information technology and constantly enrich the content and methods of curriculum design will be the emphasized in future work.
References. Sanders W L, Horn S P. The tennessee value-added assessment system (TVAAS): Mixed-model methodology in educational assessment[J]. Journal of Personnel Evaluation in Education, 1994, 8(3):299-311.  Carini R M, Kuh G D, Klein S P. Student Engagement and Student Learning: Testing the Linkages*[J]. Research in Higher Education, 2006, 47(1):1-32.
zhongli, F., & Lin, Z., & Zhang, T., & Zhao, Z., & Wu, T., & Zhang, H., & Jianing, Z., & Zhang, C., & Xu, Y. (2018, June), Assessing the Active Learning in Engineering Education Based on BOPPPS Model Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. https://peer.asee.org/29824
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