Waco, Texas
March 24, 2021
March 24, 2021
March 26, 2021
10
10.18260/1-2--36367
https://peer.asee.org/36367
439
Dr. Griesemer is an associate professor of engineering at the University of Mary Hardin-Baylor in Belton, TX. His research interests include engineering pedagogy as well as topics in the fields of celestial mechanics, optimal control and artificial intelligence.
In the Fall semester of 2020, the University of Mary Hardin-Baylor’s approach to educating amid the pandemic was to offer courses in the Hyflex model. In this model, students were free to choose between in-person, synchronous online, and asynchronous modes of course delivery. Moreover, students could freely switch modalities without notifying the professor. This paper presents the experience of delivering a Hyflex Statics course to second-year engineering students. This Statics course was notable because it switched from a traditional model to a flipped model midway through the semester. The reason for the switch was an observed under-performance of the class in comparison with past semesters. The effect of this switch to a flipped model is discussed in the context of student perceptions and student performance. Issues that arise when offering a flipped course within a Hyflex delivery model are also presented. A survey of student reaction to the change to a flipped model is presented, and follow-up interviews are offered as a case study. Additionally, student performance is examined in the form of exam score trends during the semester, and performance on standardized post-test that have been given in multiple preceding semesters. Finally, lessons learned from this difficult and chaotic semester are presented.
Griesemer, P. R. (2021, March), Delivering a Hyflex Statics Course in a Flipped Classroom Model Paper presented at ASEE 2021 Gulf-Southwest Annual Conference, Waco, Texas. 10.18260/1-2--36367
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