New Orleans, Louisiana
June 26, 2016
June 26, 2016
August 28, 2016
Established in 1997, XXXX is the second newest public university in the state of YY. Each year, it attracts thousands of new freshmen because of its commitment to academic excellence combined with a younger regional population that is growing. Leveraging the use of technology in distance learning and teaching was part of the educational building blocks of XXXX. However, “flip classroom and lecture capture” technology were not implemented into any of the classrooms until the last three (3) years. In addition, the university did not have a structured system initiated across the campus. Faculty who used flip classroom or lecture capture systems, prepared their own implementation approach to deliver this e-learning technology in their classroom. While this technique is encouraging, it creates a stressful situation with the multiple demands by faculty in terms of different types of equipment and software to implement flip classroom and lecture capture at XXXX. In addition, the department of Academic and Event Technology Services (AETS) who oversees technology in the classrooms are overwhelmed to allocate adequate resources, quality staff members, and appropriate training necessary to implement this technology. The objective of this work is to identify a system of best practice that can used across disciplines and departments at XXXX to implement flip classroom and lecture capture methodologies. This paper also presents an approach used to identify a cost effective system, implementation, delivery, and analysis of flip classroom and lecture capture used in three Civil Engineering undergraduate courses (Mechanics of Materials, Civil Engineering Materials, and Transportation) at XXXX. Analysis was also conducted to assess the effectiveness of flip classroom and lecture capture instituted at XXXX in the last two years. These objectives were meet by creating a pilot study. This study included the collaboration of the personnel of the AETS department and two faculty members in the Civil Engineering program at XXXX. Significant data was obtained from over 150 engineering students. Students were surveyed by these faculty members to understand the perspective of the students and the effectiveness of this new technique. A cost effective system that utilized Adobe Connect and equipment to capture both pre-recorded and live lectures was identified. It appears that this system is effective and can be used by faculty across the university. An analysis of the data obtained from the student’s survey show that over 85% of students in these classes did watch at least one form of lecture capture throughout the semester. 95% of the students believe that lecture capture should be expanded across the university. 80% of the students documented that lecture capture did advanced their understanding of the content in class by giving them the ability to review material that was covered in class. It is believed that this technique can be improved in order to advance it across the entire university. Lessons learned by this research could be used by faculty at XXXX and other institutions of similar size and makeup. It is recommended that that these techniques should be refined to increase their acceptance among other disciplines and faculty across the university.
Villiers, C., & McFarlane, C. J., & O'Connor-Benson, P., & Felke, T. P. (2016, June), Development of a System of Best Practices to Implement Flip classroom and Lecture Capture Methodologies - A Success Story Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26812
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