Board 85: Preliminary Study of Active Flipped Learning in Engineering Mechanics

Jing Yan; Yujing Nie; Lin Li; Jianjun Yin

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Conference: 2018 ASEE Annual Conference & Exposition
Location: Salt Lake City, Utah
Publication Date: June 23, 2018
Start Date: June 23, 2018
End Date: July 27, 2018
Conference Session: NSF Grantees Poster Session
Tagged Topics: Diversity and NSF Grantees Poster Session
Page Count: 8
DOI: 10.18260/1-2--30122
Permanent URL: https://peer.asee.org/30122
Download Count: 575

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Paper Authors

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Jing Yan Nanjing Forestry University

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Dr. Yan is an assistant professor of Foreign Language Institute at Nanjing Forestry University, and she is currently pursuing her Ph.D. degree in Jackson State University with a constant interest in developing and implementing best practices in STEM education and language acquisition.

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Yujing Nie

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Lin Li Jackson State University orcid.org/0000-0002-1317-4742

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Dr. Lin Li is Professor in the Department of Civil and Environmental Engineering at Jackson State University. He teaches geotechnical engineering courses, including foundation engineering, unsaturated soil mechanics, geoenvironmental engineering, advanced soil mechanics, and soil dynamics. His expertise is in innovative levee testing and protection, bio-mediated ground improvement, sustainable infrastructure and geo-environmental area. He has been PI of more than fourteen major research grants from federal and state agencies with total funding amounts of $3.6 Million. Dr. Li is the author or co-author of more than 87 peer-reviewed published articles. He got numerous faculty excellence award and Richard S. Ladd Standards Development Award from ASTM.

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Jianjun Yin Jackson State University

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Jianjun Yin, Ph.D, is Professor of Education in the Department of Elementary and Early Childhood Education at Jackson State University. He has extensive experiences and expertise working with both pre-service and in-service teachers, elementary and middle school students and their parents. As a certified evaluator of Mississippi teacher performance, Dr. Yin has worked as a clinical supervisor for more than fifteen years and his work surrounds largely around promoting teacher quality and instructional effectiveness. He has directed service learning grants to assist pre-service teachers helping school children. Dr. Yin has also worked for NSF projects whose purpose is to promote engineering education for minority students, particularly African American children and youth.

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Abstract

The flipped classroom has been introduced to promote collaborative learning and higher-order learning objectives. In contrast to the traditional classroom, the flipped classroom has students watch prerecorded lecture videos before coming to class, and the classroom becomes the place to work through problems, advance concepts, and engage in collaborative learning. In this paper, the active flipped learning was applied in engineering mechanics class to combine flipped classroom with active learning to establish an active flipped learning (AFL) model, aiming to promote active learning. Eighty sophomore engineering students, most of whom are African-American students, participated the active flipped learning. To compare the effect of AFL, the traditional teaching was applied in the first half semester and pre- and post-tests were used to evaluate their learning performance. After the mid-term exams, five flipped modules were applied to five topics. All of the students attended these flipped modules. During each of the flipped models, students watched lecture videos before class and conducted a quiz after the video as well as raised and discussed unclear questions in the course management system CANVAS. The instructor analyzed the students’ quiz results and developed the in-class exercises. In the lecture time, the instructor focused on the subjects that were problems to students from their quiz results and questions raised after group discussion. Then the instructor used question sets for group activities and discussions. The student group discussion was led by the assigned group leaders. Pre- and post-tests were conducted for the AFL. The survey results were analyzed to compare students’ learning engagement, empowerment, self-efficacy, and satisfaction between the traditional classroom and with the AFL. It was found that the AFL model, by taking advantage of advanced technology, is a convenient and professional avenue for engineering students to strengthen their academic confidence and self-efficacy in Engineering Mechanics by actively participating in learning and fostering their deep understanding of engineering statics and dynamics.

Citation
Format

Yan, J., & Nie, Y., & Li, L., & Yin, J. (2018, June), Board 85: Preliminary Study of Active Flipped Learning in Engineering Mechanics Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--30122

TY  - CPAPER
AB  - The flipped classroom has been introduced to promote collaborative learning and higher-order learning objectives. In contrast to the traditional classroom, the flipped classroom has students watch prerecorded lecture videos before coming to class, and the classroom becomes the place to work through problems, advance concepts, and engage in collaborative learning. In this paper, the active flipped learning was applied in engineering mechanics class to combine flipped classroom with active learning to establish an active flipped learning (AFL) model, aiming to promote active learning. Eighty sophomore engineering students, most of whom are African-American students, participated the active flipped learning. To compare the effect of AFL, the traditional teaching was applied in the first half semester and pre- and post-tests were used to evaluate their learning performance. After the mid-term exams, five flipped modules were applied to five topics. All of the students attended these flipped modules. During each of the flipped models, students watched lecture videos before class and conducted a quiz after the video as well as raised and discussed unclear questions in the course management system CANVAS. The instructor analyzed the students’ quiz results and developed the in-class exercises. In the lecture time, the instructor focused on the subjects that were problems to students from their quiz results and questions raised after group discussion. Then the instructor used question sets for group activities and discussions. The student group discussion was led by the assigned group leaders. Pre- and post-tests were conducted for the AFL. The survey results were analyzed to compare students’ learning engagement, empowerment, self-efficacy, and satisfaction between the traditional classroom and with the AFL. It was found that the AFL model, by taking advantage of advanced technology, is a convenient and professional avenue for engineering students to strengthen their academic confidence and self-efficacy in Engineering Mechanics by actively participating in learning and fostering their deep understanding of engineering statics and dynamics.
AU  - Jing Yan
AU  - Yujing Nie
AU  - Lin Li
AU  - Jianjun Yin
CY  - Salt Lake City, Utah
DA  - 2018/06/23
PB  - ASEE Conferences
TI  - Board 85: Preliminary Study of Active Flipped Learning in Engineering Mechanics
UR  - https://peer.asee.org/30122
DO  - 10.18260/1-2--30122
ER  -