New Orleans, Louisiana
June 26, 2016
June 26, 2016
August 28, 2016
Various blended learning strategies have been implemented in engineering technology programs to facilitate different learning styles, as well as faculty time constraints. Some of these efforts include flipped classrooms and asynchronous learning methods. As technology changes, some of the online learning methods are becoming more advanced, enabling more innovative approaches and data compression. Flipped learning started from students having access to videos of recorded lectures, but with the development of online learning it moved onto new educational technologies, such as online management systems, the use of social media, podcasts, and other means of communication. It became easier to share videos to wider audiences and enable easier access to state of the art development in new engineering areas. Accessing pre-recorded educational modules is now easier, with new wireless gadgets and with widespread networking capabilities on campus and in online learning off campus. In this way, students have opportunities to spend more time interacting with faculty in class, outside of the assigned office hours. These teaching and learning methods emphasize a not so new educational principle, the Socratic method. This concept is especially important for universities with diverse student populations, particularly the working adult student population, military students, students with families, and other non-traditional students who do not live on campus. This paper will provide an example of the efforts to create an embedded flipped classroom in the Engineering Technology department at a midsize institution.
Jovanovic, V. M., & Popescu, O., & Ayala, O. M., & Tomovic, M., & Verma, A. K. (2016, June), Embedding Online Based Learning Strategies into the Engineering Technology Curriculum Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26934
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