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Comparison of Student Performance and Perceptions Across Multiple Course Delivery Modes

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Conference

2014 ASEE Annual Conference & Exposition

Location

Indianapolis, Indiana

Publication Date

June 15, 2014

Start Date

June 15, 2014

End Date

June 18, 2014

ISSN

2153-5965

Conference Session

New Teaching Pedagogies: Methods and Assessments

Tagged Divisions

Mechanical Engineering and Mechanics

Page Count

10

Page Numbers

24.300.1 - 24.300.10

DOI

10.18260/1-2--20191

Permanent URL

https://peer.asee.org/20191

Download Count

158

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Paper Authors

biography

Matthew Cavalli University of North Dakota

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Dr. Cavalli is an Associate Professor and Department Chair of the Mechanical Engineering Department at the University of North Dakota. In addition to engineering education, his research interests include materials behavior and solid mechanics.

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Jeremiah J. Neubert University of North Dakota

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Dustin McNally University of North Dakota

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Dustin McNally is a Senior Lecturer in Mechanical Engineering at the University of North Dakota. Dustin received a Bachelor's of Science in both Mechanical Engineering and International Studies as well as a Master's of Science in Mechanical Engineering, all from the University of North Dakota.

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Debbie Jacklitch-Kuiken

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Abstract

Comparison of Student Performance and Perceptions Across Multiple Course Delivery ModesAbstractThe concept of the flipped class has received a great deal of attention in recent years. In aflipped class, students are expected to view lecture material prior to the class period so that timewith the instructor can be spent on higher level problem solving and discussions. Previous workhas shown the potential for both deeper learning and extended content coverage using the flippedinstructional model. During the Fall 2013 semester, four courses were selected to evaluate theflipped delivery mode for both on-campus and at-a-distance learners in comparison with a moretraditional course structure. The courses selected included an introductory mechanicalengineering design course, an introductory engineering mechanics course, a computerprogramming/numerical methods course, and a junior-level materials science course. Allcourses included both on-campus and at-a-distance learners. At least two of the followingcohorts were included in each course: on-campus traditional class format, on-campus flippedformat, at-a-distance flipped format. Comparisons of student learning between the differentcohorts were made with the use of pre- and post-tests as well as other assessment mechanismsduring the course of the semester. In addition, all students were surveyed at the end of thesemester in all courses to understand their perceptions of the effectiveness of the teachingmethod used for their section and to allow them the opportunity to offer suggestions forimprovement. Advantages and limitations of the traditional and flipped course structure in eachcourse will be discussed with suggestions for potential future improvements.

Cavalli, M., & Neubert, J. J., & McNally, D., & Jacklitch-Kuiken, D. (2014, June), Comparison of Student Performance and Perceptions Across Multiple Course Delivery Modes Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--20191

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