Asee peer logo

Creating Guided Study Exercises for a Flipped Database Course

Download Paper |

Conference

2019 ASEE Annual Conference & Exposition

Location

Tampa, Florida

Publication Date

June 15, 2019

Start Date

June 15, 2019

End Date

June 19, 2019

Conference Session

Curriculum and Assessment I

Tagged Division

Computing and Information Technology

Page Count

14

DOI

10.18260/1-2--32560

Permanent URL

https://peer.asee.org/32560

Download Count

193

Request a correction

Paper Authors

biography

Karen C. Davis Miami University

visit author page

Karen C. Davis is an Associate Professor in the Department of Computer Science and Software Engineering at Miami University. Her research interests include database design, query processing and optimization, data warehousing, and computing education. She has published more than 50 papers, most of which are co-authored with her students. She has advised over 100 senior design project students and more than 40 MS/PhD theses/projects in the area of database systems. She was awarded the ASEE Sharon Keillor Award for Women in Engineering Education in 2016. Dr. Davis received a B.S. degree in Computer Science from Loyola University, New Orleans in 1985 and an M.S. and Ph.D. in Computer Science from the University of Louisiana, Lafayette in 1987 and 1990, respectively.

visit author page

Download Paper |

Abstract

There is a preponderance of evidence that active learning is a successful way to engage students and increase achievement of learning outcomes, however, there are many challenges associated with implementing active learning. One concern is that it takes too much class time and not enough material can be covered during the term if lecture time is sacrificed to in-class activities. To address this, many instructors have turned to flipping their classes, that is, having students devote their solo study time to preparing for class, while group time is devoted to active learning. The individual student preparation can be accomplished through watching video lectures or reading a text, for example. But the big question here is: will students actually follow through and do the preparation?

The focus of this paper is on experiences flipping an introductory database class. In particular, what are the best practices for holding students accountable for preparing for class? The author has employed online reading quizzes as well as guided study assignments. Examples of assignments as well as multiple measures of student perceptions of learning are presented.

Davis, K. C. (2019, June), Creating Guided Study Exercises for a Flipped Database Course Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--32560

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2019 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015