June 15, 2014
June 15, 2014
June 18, 2014
24.1.1 - 24.1.13
Effectiveness of Blended Teaching of Electrical Machinery CourseWith a increasing emphasis on student learning outcomes and assessment, educators constantlyseek ways to effectively integrate theory and hands-on practices in inventive course designmethodologies. Critics of engineering education argue that educational programs focus too muchon the transmittal of information through static lecture-discussion formats and routine use ofoutdated laboratory exercises. On the other hand, that active learning, learning that involveshands-on experience, significantly improves student comprehension and proficiency. It is clearthat understanding and retention are greatly enhanced when students engage in active learning.While theoretical knowledge remains a fundamental component of any comprehension process,the underpinnings of proficiency development seem to increase best through active learningpractices. What remains less clear is the “gold standard” for pedagogical approaches thatcombine theory and hands-on learning.In this article we describe the development and implementation of three models of ElectricalMachinery course offering: traditional, on-line, and blended.. The traditional way of teaching ofElectrical machinery course for EET and Mechanical Engineering Technology (MET) majorshas been conducted for years and therefore provides us with significant statistics on students'comprehension of the subject. The goal of a blended approach is to join the best aspects of bothface-to-face and online instruction: classroom time can be used to engage students in advancedlearning experiences, while the on-line portion of the course can provide students with content atany time of day allowing for an increase in scheduling flexibility for students. The blendedversion of Electrical Machinery course has been developed and implemented four times. Duringthe first two offerings the blended approach was slowly introduced to the class to understand thestudens' perception and to capture any positive and/ or negative changes in the subjectcomprehension. The last two offerings of the Electrical machinery course taught in Fall of 2012and 2013 had fully integrated blended instructions. Rigorous assessment revealing interestingresults has been implemented during the last two offerings. The on-line Electrical Machinerycourse was offered in Track A of summer 2012, 13 and is in the book for 2014.In this articles we discuss the structural details of all three course models, including thetheoretical topics and experimental exercises of the course, the technology that has been used forthe on-line materials development, implementation of the assessment tools to evaluate thestudents progress, and students' perception of all three models.
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