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Classwork instead of Homework: A Novel Accelerated Summer Hybrid Lecture/Problem-Based Classroom Model

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Conference

2016 ASEE Annual Conference & Exposition

Location

New Orleans, Louisiana

Publication Date

June 26, 2016

Start Date

June 26, 2016

End Date

August 28, 2016

ISBN

978-0-692-68565-5

ISSN

2153-5965

Conference Session

New Trends in ECE Education I

Tagged Division

Electrical and Computer

Page Count

9

DOI

10.18260/p.26501

Permanent URL

https://peer.asee.org/26501

Download Count

166

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Paper Authors

biography

Rami Jubrail Haddad Georgia Southern University

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Rami J. Haddad is currently an Assistant Professor in the Department of Electrical Engineering at Georgia Southern University. He received his B.S. degree in Electronics and Telecommunication Engineering from the Applied Sciences University, Amman, Jordan, his M.S. degree in Electrical and Computer Engineering from the University of Minnesota, Duluth, MN, and his Ph.D. degree from the University of Akron, Akron, OH. He is an IEEE senior member. His research focuses on various aspects of optical fiber communication/networks, broadband networks, multimedia communications, multimedia bandwidth forecasting, smart grid, and engineering education.

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biography

Youakim Kalaani Georgia Southern University

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YOUAKIM KALAANI is currently an Associate Professor of Electrical Engineering in the Department of Electrical Engineering at Georgia Southern University. He graduated from Cleveland State University with a Doctoral degree in Electrical Engineering with emphasis in power systems. Dr. Kalaani is a licensed professional engineer and served as an ABET Program Evaluator. He is a member of IEEE and has research interests in distributed power generations, optimization, and enhancing engineering education. Dr. Kalaani may be reached at yalkalaani@georgiasouthern.edu.

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biography

Adel El Shahat Georgia Southern University

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Dr. Adel El Shahat, Assistant Professor; Electrical Engineering Department; GSU
His Research Interests: Smart Grid Systems; Nano-Grids; Electric Machines & Drives; Power Systems; Power Electronics; Engineering Education; Renewable Energy Systems; Distributed Generation; Control Systems; Energy Storage, Neural Networks, Genetic; FACTS; Stability and Optimization. He earned his Ph.D. Electrical Engineering from Ohio State University, USA and Zagazig University, Egypt (Joint Supervision). Previously, He worked as Visiting Assistant Professor at Georgia Southern University; University of Illinois at Chicago, USA and Assistant Professor at Suez University, Egypt. He has published more than 70 journals and conferences’ papers plus 4 Books and 1 Book Chapter. He is a member of many professional organizations and got some awards, recognitions and honors.

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Abstract

In short-term summer courses, students are expected to learn at a much faster pace than in a regular semester. Therefore, the instructor has to use different teaching techniques so students can succeed in such accelerated learning environment. In this paper, a novel approach to replace homework with classwork assignments in a summer course is presented. The proposed approach uses a hybrid model combining traditional lecture-based and problem-based instructions designed to provide students with instant formative feedback. Using this model, a typical 5-week summer term was rearranged to include 2-hour of classwork in a studio environment without affecting the teaching format of the course. Twice a week quizzes were administered to check student readiness and provide timely feedback about the progress of the student learning process. This hybrid teaching model was implemented in a senior level communication systems course offered in summer 2015 with 10 students enrolled in it. The effectiveness of this model was verified using multiple statistical assessment methods and compared with students in regular summer semester offering of the same course. Quantitative and qualitative analyses were conducted to assess the merit of the proposed teaching model. Assessment results obtained from the two groups showed that the students’ performance in the accelerated summer course was significantly higher. This improvement was realized from the introduction of the 2-hour classwork which played a significant factor in increasing the overall students’ success. Future work will investigate if this hybrid teaching approach can also be applied to other courses offered during regular academic terms.

Haddad, R. J., & Kalaani, Y., & El Shahat, A. (2016, June), Classwork instead of Homework: A Novel Accelerated Summer Hybrid Lecture/Problem-Based Classroom Model Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26501

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