New Orleans, Louisiana
June 26, 2016
June 26, 2016
August 28, 2016
Electrical and Computer
This research builds on recent studies which have assessed advantages and disadvantages of a flipped classroom as compared to a traditional face-to-face classroom in Electrical Engineering Circuit Analysis courses. Flipped classrooms afford more opportunity for problem solving activities with students reading and viewing pre-recorded lectures prior to class.
A hybrid classroom incorporates components of both traditional face-to-face and online learning allowing for greater flexibility in enhancing the learning and improving the understanding of course material. We applied all three teaching pedagogies in a Circuit Analysis class in a recent semester at a first-tier public research university. Students were surveyed at the end of the semester to assess their perceptions of the course, confidence in performing tasks, and interest in a fully on-line course.
Task competencies surveyed included: Knowing the basics of instruments used in electrical engineering; Measuring voltages and currents using instruments; Building a variety of AC/DC circuits; Analyzing and modeling circuit performance using simulation tools; Understanding the purpose or function of a presented circuit; Building a circuit based upon results of a design calculation.
We elaborate further on the pros and cons of all three teaching methods, summarize students’ perceptions and make recommendations based on the survey results and student comments.
Kaleem, F., & Jacobson, D. W., & Khan, F. (2016, June), Comparison of Traditional, Flipped, and Hybrid Teaching Methods in an Electrical Engineering Circuit Analysis Course Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26540
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