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Board # 1 :Investigation of Student Achievement and Attitude about a Flipped Classroom Using Linked Lecture Videos in Biomedical Engineering (Work in Progress)

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Conference

2017 ASEE Annual Conference & Exposition

Location

Columbus, Ohio

Publication Date

June 24, 2017

Start Date

June 24, 2017

End Date

June 28, 2018

Conference Session

Biomedical Division Poster Session

Tagged Division

Biomedical

Page Count

5

Permanent URL

https://peer.asee.org/27663

Download Count

19

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Paper Authors

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Samantha Brenna Arizona State University

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Casey Jane Ankeny Arizona State University

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Casey J. Ankeny, PhD is lecturer in the School of Biological and Health Systems Engineering at Arizona State University. Casey received her bachelor’s degree in Biomedical Engineering from the University of Virginia in 2006 and her doctorate degree in Biomedical Engineering from Georgia Institute of Technology and Emory University in 2012 where she studied the role of shear stress in aortic valve disease. Currently, she is investigating cyber-based student engagement strategies in flipped and traditional biomedical engineering courses. She aspires to understand and improve student attitude, achievement, and persistence in student-centered courses.

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Michael R. Caplan Arizona State University

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Michael Caplan earned his undergraduate degrees from The University of Texas at Austin and his PhD from the Massachusetts Institute of Technology. Following post-doctoral research at Duke University Medical Center in Cell Biology, Michael joined the faculty of Arizona State University in 2003, and he is now an Associate Professor in Biomedical Engineering.

Dr. Caplan’s research focuses on molecular cooperativity in drug targeting, bio-sensing, and cell signaling. Current projects align along three main themes: local drug delivery, endothelial dysfunction in diabetes, and cooperative DNA diagnostics. Recent awards include the Jeanette Wilkins Award for the best basic science paper at the Musculoskeletal Infection Society.

Dr. Caplan teaches several classes including Biotransport Phenomena, Biomedical Product Design and Development II (alpha prototyping of a blood glucose meter), and co-teaches Biomedical Capstone Design. Dr. Caplan also conducts educational research to assess the effectiveness of interactive learning strategies in large classes (~150 students).

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Abstract

As the general rise in technology continues, it is also becoming more present in the instruction of courses by using online interfaces for homework, clicker questions, and electronic grade centers. Courses are now offered in other formats such as hybrid, flipped, and online. Hybrid and flipped courses allow students to watch lectures online prior to class and use in-class time to work on problems in teams and have open discussions with peers and instructors; however, at large universities, it is difficult to provide incentive for students to participate and watch lectures outside of class as it is harder for professors to have one-on-one interaction with each student and keep track of their involvement. Active learning techniques such as interactive lectures, proof-of-concept quizzes after watching videos, and required pre-class assignments on lecture topics are currently being studied as ways to increase viewing of online lectures. In this work, we will explore the effectiveness of short video lectures with embedded supplemental links to additional resources. More specifically, we will assess the effectiveness of pop-up link videos to encourage students to watch and become familiar with course content online before class time as well as increase student achievement and attitude in Transport Phenomena for Biomedical Engineers, a junior level biomedical engineering course at a large southwest university. The course has both in-class and out-of-class components. Currently, out of class, students watch traditional class length videos available online followed by a Muddiest Point survey. In class, the instructor presents feedback about the Muddiest Points followed by group-based problem solving sessions facilitated by undergraduate teaching assistants. Currently, we are developing interactive lecture videos that will have pop-up links to more in-depth helpful videos and notes. We will then correlate student achievement on corresponding exams to student survey results about exam preparation strategies and resources, including viewing of online lectures and related pop-up link information. Additionally, we will assess student attitude regarding interest, utility, and “cost” (in terms of time, effort, and emotion) using a survey adapted from Carberry, et al.’s survey of the value of Muddiest Points. In summary, this work will determine the effectiveness of the video lectures accompanied by additional pop-up links with resources in a large, junior level biomedical engineering course, in terms of achievement and attitude.

Brenna, S., & Ankeny, C. J., & Caplan, M. R. (2017, June), Board # 1 :Investigation of Student Achievement and Attitude about a Flipped Classroom Using Linked Lecture Videos in Biomedical Engineering (Work in Progress) Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. https://peer.asee.org/27663

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