Evaluating Flipped Classroom Strategies and Tools for Computer Engineering

Mark William Redekopp; Gisele Ragusa

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Conference: 2013 ASEE Annual Conference & Exposition
Location: Atlanta, Georgia
Publication Date: June 23, 2013
Start Date: June 23, 2013
End Date: June 26, 2013
ISSN: 2153-5965
Conference Session: ABET Accreditation, Assessment and Program Improvement in ECE.
Tagged Division: Electrical and Computer
Page Count: 18
Page Numbers: 23.548.1 - 23.548.18
DOI: 10.18260/1-2--19562
Permanent URL: https://peer.asee.org/19562
Download Count: 1023

Paper Authors

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Mark William Redekopp University of Southern California

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Mark Redekopp is an Associate Professor of Engineering Practice in the Ming Hsieh Department of Electrical Engineering at USC. He teaches logic design, computer architecture, programming, and embedded systems courses. Mark's research focus is in the area of circuit verification as well as distributed and parallel algorithms for data analytics.

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Gisele Ragusa University of Southern California

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Dr. Gisele Ragusa is an associate professor at the University of Southern California (USC). She is jointly appointed in the Viterbi School of Engineering's Division of Engineering Education and the Rossier School of Education. Her research interests and areas of expertise include: engineering education, STEM college access, teacher education and retention, literacy education, content literacy, special education and deaf education as well as assessment and measurement in STEM education. She teaches courses in science education, measurement, literacy and language development, courses in learning and instructional theory, and teacher education research courses. She extensive expertise in assessment, psychometrics, advanced quantitative analyses, and multimodal research design.

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Abstract

Evaluating Flipped Classroom Strategies and Tools for Computer EngineeringAs technology allows for pervasive access to multimedia content, educators have recognized theopportunities created for more personalized learning experiences and increased interaction withstudents. A "flipped classroom" is one term used to describe the process of reversing thetraditional lecture (synchronous) versus homework (asynchronous) activities. A typical flippinginvolves moving appropriate lecture content to web-based videos that students watch beforeattending lecture. In-class activities are then designed to answer questions or uncover commonmisconceptions, model the desired processes and skills an instructor intends for students to learn,and for students to practice those skills in an environment where they can receive immediate andhelpful feedback.The flipped classroom model offers a promising alternative to enable students to attain the higherlearning outcomes of analysis, design, and evaluation by affording more face-to-face time forinstructors to play the role of mentors/experts demonstrating the desired skills they wish to instilland providing personalized, timely input for their students. However, in the context of STEM(and computer engineering, in particular) little literature exists on which strategies and tools aremost effective in a flipped model nor the actual learning outcomes achieved by participants ofthis model. In this paper, we present the results of a three year study of a flipped classroomapproach in a traditional computer architecture course. We detail the various strategies and toolsused for both the out-of-class and in-class activities. Next, an evaluation of student preferenceand perceived effectiveness of these various engagement and learning tools is detailed. Weconclude with a quantitative comparison of learning outcomes over the three year periodproviding discussion and comparison with outcomes from a baseline, non-flipped approach. Ourresults suggest a vast majority (over 90% of students) appreciated the flipped approach comparedto a traditional model. However, the components strategies employed in the flipped approachsaw a wide distribution of perceived effectiveness by the students. Strategies and activitiesinvolving modeling and demonstration of skills were highly valued while some strategies aimedat students' metacognitive approach were lowly regarded. Additionally, our quantitativecomparison of students' learning outcomes, using assessments such as a concept inventory, twoprojects, and final examinations show that achievement of lower-order learning outcomes(factual and conceptual knowledge) saw marginal gain while achievement of higher orderoutcomes jumped 10-15 points on a 100 point scale.

Citation
Format

Redekopp, M. W., & Ragusa, G. (2013, June), Evaluating Flipped Classroom Strategies and Tools for Computer Engineering Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. 10.18260/1-2--19562

TY  - CPAPER
AB  -         Evaluating Flipped Classroom Strategies and Tools for Computer                                  EngineeringAs technology allows for pervasive access to multimedia content, educators have recognized theopportunities created for more personalized learning experiences and increased interaction withstudents. A &quot;flipped classroom&quot; is one term used to describe the process of reversing thetraditional lecture (synchronous) versus homework (asynchronous) activities. A typical flippinginvolves moving appropriate lecture content to web-based videos that students watch beforeattending lecture. In-class activities are then designed to answer questions or uncover commonmisconceptions, model the desired processes and skills an instructor intends for students to learn,and for students to practice those skills in an environment where they can receive immediate andhelpful feedback.The flipped classroom model offers a promising alternative to enable students to attain the higherlearning outcomes of analysis, design, and evaluation by affording more face-to-face time forinstructors to play the role of mentors/experts demonstrating the desired skills they wish to instilland providing personalized, timely input for their students. However, in the context of STEM(and computer engineering, in particular) little literature exists on which strategies and tools aremost effective in a flipped model nor the actual learning outcomes achieved by participants ofthis model. In this paper, we present the results of a three year study of a flipped classroomapproach in a traditional computer architecture course. We detail the various strategies and toolsused for both the out-of-class and in-class activities. Next, an evaluation of student preferenceand perceived effectiveness of these various engagement and learning tools is detailed. Weconclude with a quantitative comparison of learning outcomes over the three year periodproviding discussion and comparison with outcomes from a baseline, non-flipped approach. Ourresults suggest a vast majority (over 90% of students) appreciated the flipped approach comparedto a traditional model. However, the components strategies employed in the flipped approachsaw a wide distribution of perceived effectiveness by the students. Strategies and activitiesinvolving modeling and demonstration of skills were highly valued while some strategies aimedat students&#39; metacognitive approach were lowly regarded. Additionally, our quantitativecomparison of students&#39; learning outcomes, using assessments such as a concept inventory, twoprojects, and final examinations show that achievement of lower-order learning outcomes(factual and conceptual knowledge) saw marginal gain while achievement of higher orderoutcomes jumped 10-15 points on a 100 point scale.
AU  - Mark William Redekopp
AU  - Gisele Ragusa
CY  - Atlanta, Georgia
DA  - 2013/06/23
PB  - ASEE Conferences
TI  - Evaluating Flipped Classroom Strategies and Tools for Computer Engineering
UR  - https://peer.asee.org/19562
DO  - 10.18260/1-2--19562
ER  -