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Extending Innovative Practices for “Flipping Classrooms” into Recitations: Using a Variety of Representational Modes for Instructions

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2015 ASEE Annual Conference & Exposition


Seattle, Washington

Publication Date

June 14, 2015

Start Date

June 14, 2015

End Date

June 17, 2015





Conference Session

Flipped Electrical and Computer Engineering Classrooms 2

Tagged Division

Electrical and Computer

Page Count


Page Numbers

26.747.1 - 26.747.20



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Paper Authors


Jia-Ling Lin University of Minnesota, Twin Cities

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Jia-Ling Lin is a research scientist in the STEM Education Center at the University of Minnesota. Her research focuses on two distinct but highly correlated areas: innovative instructional model development and its impact on undergraduate engineering and science learning. Jia-Ling was a scientist specializing nanotechnology and surface science at the University of Wisconsin-Madison. She later served as the director of the Undergraduate Learning Center in engineering at the University of Wisconsin-Madison before moving to Minnesota.

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Paul Imbertson University of Minnesota, Twin Cities

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Extending Innovative Practices for “Flipping Classrooms” into Recitations For many institutions, the dominate educational model in college engineering and science coursescontinues to be a combination of (i) lecture, (ii) recitation, and (iii) weekly homework problem sets. Inrecent years, many engineering educators have questioned this model because students’ learningoutcomes indicate that true learning seldom takes place under this traditional method. “Flippingclassrooms” is one of the emerging instructional approaches that attempt to replace standard lectures inorder to engage students in active learning. We have developed and applied a pedagogical model tosupport quality teaching for flipping classrooms. In previous studies, we reported the design, development,and research of the model and discussed how the model influenced student learning in positive ways. Thefour practices we utilized in our model, Anticipating, Monitoring, Connecting & Contrasting, andContextualized Lecturing, improved learning in “flipped classrooms” in measurable ways. Weparticularly highlighted the aspects of “flipping classrooms” that have extended into the design ofpedagogical techniques to support quality teaching. In the current study, we extend the design of teaching approaches for flipping classrooms intorecitation sessions to support students’ development of content knowledge and skills. The four-practicemodel is applied in lecture periods, and these changes in lectures challenge us to explore new perspectivesand directions for teaching in recitation sections. Pedagogical principles and the four practices of thedeveloped model are expected to facilitate learning beyond “flipping lectures”. Specifically, the practiceof Connecting & Contrasting expands to support several activities that help students develop problemsolving skills and cognitive abilities. The extended practices for recitations are guided by designprinciples, which will be discussed in detail. Through recent innovations in the practice of deliveringrecitation sessions students are able to reveal what they do not understand and to practice their skillsunder the guidance of experts. We expand on this positive first step by integrating a framework forengineering education with an adapted translational model to advance learning. We believe that newpractices help to improve associations of instructional goals for both recitations and lectures withproblem-centered learning. With a focus on improving abilities and fluencies of multiple-representationtranslation while scaffolding dialogic inquires, recitations are expected to maximize learning potentialsand better prepare students for engineering practices and research. We argue that these improvementsmake changes to recitation sessions necessary. The changes to the practice of recitations will ensure thatstudents not only acquire and develop knowledge and skills, but also that they will retain and transferwhat they learn in the classroom effectively. The design based research methodology, applied in this study, allows the instructor and theeducational researcher to work together closely. It enables an iterative process in which the design,development, and research of new instructional approaches are tested, reviewed, and modified. The studytakes place in an intermediate level electrical engineering course. Data collections include classroomobservation notes, video and audio recording, and online surveys. As well, students’ problem solvingsheets, copies of exam paper, and other artifacts are collected and analyzed.

Lin, J., & Imbertson, P. (2015, June), Extending Innovative Practices for “Flipping Classrooms” into Recitations: Using a Variety of Representational Modes for Instructions Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24084

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