April 20, 2017
April 20, 2017
April 22, 2017
Pacific Southwest Section
As technology becomes readily available to students and faculty, there are techniques that can be used to deliver material to students outside the traditional classroom environment. Using interactive white board, screen capture and audio recording software, lecture material and practice problems can be delivered to students outside of classroom instruction.
Over the course of several years, Engineering Hydrology, a senior level civil engineering design course, has experienced dramatic redesign. The course which initially was taught in a traditional face-to-face (F2F) lecture has also been taught through hybrid-asynchronous (HA) as well as flipped classroom models. This study looks at comparing the three teaching pedagogies (F2F, HA, and flipped) in terms of student engagement and student performance/comprehension.
Initial results show that student performance in F2F and flipped classrooms had comparable exam and overall grades. In the F2F and flipped classrooms less than 20% of students received a deficient grade on the midterm and less than 39% received a deficient grade on the final. In the flipped classroom a considerable amount of time was spent having class discussions and group-based problem solving activities. This increased students’ interaction with their faculty and peers during class, which helped reduce confusion on complex topics. Students performed significantly better on out of class homework assignments (increase of 10%), increasing their overall grade, and resulting in no students receiving a C-. Currently, there is no statistical significance between the F2F and the flipped classroom environment. On the other hand, students in the hybrid course performed below students in the F2F and flipped modes. Approximately, 32% of the students earned a deficient grade on the midterm and 39% on the final exam. Thus, student engagement is essential for student performance and comprehension. We observed that reduced contact time decreased students will to learn the material. In addition, hybrid instruction requires more faculty guidance in the online media through discussion boards, online office hours and immediate feedback on student performance.
Shah-Fairbank, S. C., & Lamb, K. W. (2017, April), COMPARISON OF TRADITIONAL, HYBRID AND FLIPPED CLASSROOM FOR WATER RESOURCES DESIGN COURSES Paper presented at 2017 Pacific Southwest Section Meeting, Tempe, Arizona. https://peer.asee.org/29209
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