Bi, Y., & Bailey, R., & Smith, M. C. (2014, June), Evaluation of Blended Learning Technologies in a Large Enrollment Case-based Systems Engineering Course  Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--20438

\bibitem{asee_peer_20438}
  Bi, Y., \& Bailey, R., \& Smith, M. C. (2014, June), \emph{Evaluation of Blended Learning Technologies in a Large Enrollment Case-based Systems Engineering Course}
  Paper presented at 2014 ASEE Annual Conference \& Exposition, Indianapolis, Indiana.
  10.18260/1-2--20438

Yue Bi, Reid Bailey, and Michael C. Smith.  "Evaluation of Blended Learning Technologies in a Large Enrollment Case-based Systems Engineering Course".  2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana, 2014, June.  ASEE Conferences, 2014.  https://peer.asee.org/20438 Internet.  20 Jan, 2025

\bibitem{asee_peer_20438}
  Yue Bi, Reid Bailey, and Michael C. Smith.
  "Evaluation of Blended Learning Technologies in a Large Enrollment Case-based Systems Engineering Course".
  \emph{2014 ASEE Annual Conference \& Exposition, Indianapolis, Indiana, 2014, June}.
  ASEE Conferences, 2014.
  https://peer.asee.org/20438 Internet.  20 Jan, 2025

@INPROCEEDINGS{asee_peer_20438
author = "Yue Bi, Reid Bailey, and Michael C. Smith"
title = "Evaluation of Blended Learning Technologies in a Large Enrollment Case-based Systems Engineering Course"
booktitle = "2014 ASEE Annual Conference \& Exposition"
year = "2014"
month = "June"
address = "Indianapolis, Indiana"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/20438}
number = {10.18260/1-2--20438}
}

TY  - CPAPER
AB  -     Evaluation of Blended Learning Technologies in a Large Enrollment                      Case-based Systems Engineering CourseBackground: Pedagogical strategies that rely heavily on interaction and feedback amongstudents and faculty, such as project-based, case-based, and design courses can be particularlychallenged as enrollment increases. Blended learning, which combines traditionalface-to-face instruction with online experiences, provides opportunities to handle largernumbers of students while maintaining or improving the interaction and feedback. To this end,several blended learning tools were integrated into an introductory case-basedsystems-engineering course taught at the University of XXX which is facing growingenrollment. These tools, aimed at providing a more active and collaborative learningenvironment, providing better feedback to students more quickly, and increasing theauthenticity of deliverables, included an online discussion board, video-capturing technologythat allowed students to submit recorded presentations, and an online peer reviewmanagement system.Purpose: This study focuses on analyzing feedback and assessments collected from studentsin the course to evaluate the effectiveness of blended learning tools.Design/method: Surveys on self-efficacy and grading were conducted three times throughoutthe course to assess potential impact of the blended learning tools. Students were randomlyassigned to use the video-capturing technology for case submission for different cases,thereby providing a comparison group for analysis. The peer-review management system wasused by all students on only one of the four main cases in the class, with one of the otherthree cases incorporating peer review but without the online tool. The online discussion boardwas open for use by all students. In addition, end-of-course evaluations provided insights intostudent perceptions of the blended learning tools. Statistical tests were conducted forquantitative analysis of the ratings on the surveys and qualitative analysis was done onstudents’ feedback about the technologies used and the general class experience.Results: According to the statistical analyses, students’ self-efficacy ratings do not changesignificantly when their usage of the online discussion technology or method of casesubmission varies. Students’ perceptions about the accuracy and fairness of grading on casepresentations also do not seem to change significantly when their activities with the blendedtechnologies vary. However, students perceived that the overall course experience wasimproved and students had strongly differing perceptions about the different technologiesused. Students preferred the online discussion board to the other two blended learning tools.While students valued the increased feedback that they received from peer review itself, thepeer review tool was less preferred because it was hard to use. The video capturingtechnology was not only the hardest tool to use but the work it facilitated was not shown to beeducationally valuable. The reasons for these preferences are rooted in the online discussiontools’ low barrier to use, overall ease of use, and the increase in accessibility to timelyfeedback from the instructors from the discussion board.Conclusion: Students preferred blended learning tools with low effort to use and high benefitin return. In this case, the benefit of most value was increased feedback and interaction withfaculty and peers facilitated by tools. It is recommended that faculty consider increasedinteraction as a significant benefit of blended learning tools while also weighing the ease ofuse and difficulty of learning as they are also important factors affecting student acceptanceand overall perceptions of such tools.
AU  - Yue Bi
AU  - Reid Bailey
AU  - Michael C. Smith
CY  - Indianapolis, Indiana
DA  - 2014/06/15
PB  - ASEE Conferences
TI  - Evaluation of Blended Learning Technologies in a Large Enrollment Case-based Systems Engineering Course
UR  - https://peer.asee.org/20438
DO  - 10.18260/1-2--20438
ER  -