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Comparison of Traditional, Flipped, and Hybrid Teaching Methods in an Electrical Engineering Circuit Analysis Course

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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

Circuits & Systems Education II

Tagged Division

Electrical and Computer

Page Count

15

DOI

10.18260/p.26540

Permanent URL

https://peer.asee.org/26540

Download Count

519

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Paper Authors

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Faisal Kaleem Metropolitan State University Orcid 16x16 orcid.org/0000-0001-6780-1759

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al Kaleem received his Ph.D. degree in Electrical Engineering from Florida International University (FIU), Miami, FL. Since 1998 he has been serving as an educator in different institutions. Currently, he is serving as an Associate Professor in the department of Information and Computer Sciences at Metropolitan State University as well as a Senior Fellow at the Technological Leadership Institute (TLI) at University of Minnesota. Dr. Kaleem is an experienced lifelong cybersecurity practitioner. His research interests include multiple aspects of cybersecurity including cyber security and forensic education, Computer and Network Security but more specifically in the area of mobile device security, mobile malware analysis and attribution, and mobile forensics. During his 15 years tenure at FIU, he has established a solid track record in teaching and has received numerous awards including the best professor and the best course awards (cybersecurity) from various graduating cohorts. In recognition to his teaching, he has also received a university wide Faculty Award for Excellence in Teaching. He continually appears on various local news channels discussing various issues in the area of cybersecurity. He is also a certified trainer and currently holds various industry certifications in the area of security, networking, programming, and databases, including the world renowned Certified Information Systems Security Professional (CISSP) certification.​

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David W. Jacobson Metropolitan State University

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David Jacobson received his M.S. degree in Statistics from Iowa State University and his Ph.D. degree in Industrial Engineering and Operations Research from the University of Minnesota. He was employed at IBM Corporation as a Senior Reliability and Quality Engineer for over 30 years at which time he also served as an Adjunct Professor at multiple universities. He is currently serving as an Assistant Professor in the Department of Applied Mathematics and Statistics at Metropolitan State University in Saint Paul, MN.

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Firasat Khan Metropolitan State University

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Dr. Firasat Khan serves as the Director of Academic Initiatives at Advance IT Minnesota, the Minnesota Center of Academic Excellence in IT and Security. He is also an adjunct faculty member at Metropolitan State University in the MIS Program. Firasat has a Bachelor’s in Civil Engineering, Master’s in Management Information Systems (MIS), and a Doctorate in Business Administration. He holds multiple industry certifications in information technology, security and forensics. He has substantial academic and professional experience, including various IT management roles and as an educator in IT, security and digital forensics. He is familiar with the design and management of online learning in corporate and academic environments. In the past, Firasat has served as the PI on a Federal Scholarship for Service grant for Metropolitan State University and DHS grant to establish and manage an institute for Computer Security and Forensics and Minneapolis Community and Technical College. In addition to formal role as faculty member teaching security-related curriculum, Firasat has also been a trainer for law enforcement and criminal justice professionals delivering security and forensics education (SAFE) workshops.

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Abstract

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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