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

\bibitem{asee_peer_26540}
  Kaleem, F., \& Jacobson, D. W., \& Khan, F. (2016, June), \emph{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

Faisal Kaleem, David W. Jacobson, and Firasat Khan.  "Comparison of Traditional, Flipped, and Hybrid Teaching Methods in an Electrical Engineering Circuit Analysis Course".  2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana, 2016, June.  ASEE Conferences, 2016.  https://peer.asee.org/26540 Internet.  04 May, 2024

\bibitem{asee_peer_26540}
  Faisal Kaleem, David W. Jacobson, and Firasat Khan.
  "Comparison of Traditional, Flipped, and Hybrid Teaching Methods in an Electrical Engineering Circuit Analysis Course".
  \emph{2016 ASEE Annual Conference \& Exposition, New Orleans, Louisiana, 2016, June}.
  ASEE Conferences, 2016.
  https://peer.asee.org/26540 Internet.  04 May, 2024

@INPROCEEDINGS{asee_peer_26540
author = "Faisal Kaleem, David W. Jacobson, and Firasat Khan"
title = "Comparison of Traditional, Flipped, and Hybrid Teaching Methods in an Electrical Engineering Circuit Analysis Course"
booktitle = "2016 ASEE Annual Conference \& Exposition"
year = "2016"
month = "June"
address = "New Orleans, Louisiana"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/26540}
number = {10.18260/p.26540}
}

TY  - CPAPER
AB  - 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.


AU  - Faisal Kaleem
AU  - David W. Jacobson
AU  - Firasat Khan
CY  - New Orleans, Louisiana
DA  - 2016/06/26
PB  - ASEE Conferences
TI  - Comparison of Traditional, Flipped, and Hybrid Teaching Methods in an Electrical Engineering Circuit Analysis Course
UR  - https://peer.asee.org/26540
DO  - 10.18260/p.26540
ER  -