Portillo, J. R., & Alvarado, A. E., & Samayoa Ranero, J. (2018, June), Guided-Lecture Team Based Learning at Work: Teaching Differential Calculus to Part-time Engineering Students in Latin America.   Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--30567

\bibitem{asee_peer_30567}
  Portillo, J. R., \& Alvarado, A. E., \& Samayoa Ranero, J. (2018, June), \emph{Guided-Lecture Team Based Learning at Work: Teaching Differential Calculus to Part-time Engineering Students in Latin America. }
  Paper presented at 2018 ASEE Annual Conference \& Exposition , Salt Lake City, Utah.
  10.18260/1-2--30567

Jose Roberto Portillo, Alberth E Alvarado, and Jorge Samayoa Ranero.  "Guided-Lecture Team Based Learning at Work: Teaching Differential Calculus to Part-time Engineering Students in Latin America. ".  2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah, 2018, June.  ASEE Conferences, 2018.  https://peer.asee.org/30567 Internet.  06 Aug, 2024

\bibitem{asee_peer_30567}
  Jose Roberto Portillo, Alberth E Alvarado, and Jorge Samayoa Ranero.
  "Guided-Lecture Team Based Learning at Work: Teaching Differential Calculus to Part-time Engineering Students in Latin America. ".
  \emph{2018 ASEE Annual Conference \& Exposition , Salt Lake City, Utah, 2018, June}.
  ASEE Conferences, 2018.
  https://peer.asee.org/30567 Internet.  06 Aug, 2024

@INPROCEEDINGS{asee_peer_30567
author = "Jose Roberto Portillo, Alberth E Alvarado, and Jorge Samayoa Ranero"
title = "Guided-Lecture Team Based Learning at Work: Teaching Differential Calculus to Part-time Engineering Students in Latin America. "
booktitle = "2018 ASEE Annual Conference \& Exposition "
year = "2018"
month = "June"
address = "Salt Lake City, Utah"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/30567}
number = {10.18260/1-2--30567}
}

TY  - CPAPER
AB  - In most of developing countries, high school students lack of a solid education in mathematics. In addition, due to the economic situation, each year more freshmen students combine college with a full time job position. For this reason, many universities in Latin America offer engineering degrees, with schedules designed to fit their needs.  It is well known that part-time students belong to the so-called group “non-traditional”, which among others, have higher levels of dropout and lower levels of engagement compared to full-time students. 

In this paper, we focus on freshmen students who are enrolled in a Differential Calculus Course, whose audience are part-time students. In recent years, the attendance and performance of this group began to differ significantly from those enrolled as full-time students. As a result, we designed and implemented a different approach for such a course, based on Team based learning (TBL). This approach is a powerful methodology, that provides a complete framework for building a flipped classroom experience. However, our students are not used to this kind of methodologies, because they are not commonly implemented in high school. In addition, since TBL is a flipped classroom methodology, students tend to perceive that instructors do not contribute to their learning experience, since in TBL, the instructors are only a facilitator in their learning process and the great majority of the work is done by the students themselves. Furthermore, in the specific case of part-time students, the time needed to be prepared for a TBL session is extremely limited. As a result we propose what we call Guided Lecture - TBL (GL-TBL), whose singularity is that the reading assignment in the traditional TBL is replaced by a lecture taught by the instructor. It is important to emphasize that, this lecture is based on the course textbook and its format tries to accomplish the TBL session objectives; hence, perfectly substituting the TBL reading assignment. The Differential Calculus course was divided in 4 sessions a week, in which Guided Lectures and TBL activities (such as iRAT, tRAT and problem solving) alternate. 

To measure the effectiveness of GL-TBL in a Differential Calculus course, we implemented this methodology in one out of three sections offered for part-time students. Thus, we were able to compare the GL-TBL results not only with the part-time students but also with those enrolled as full-time. In order to quantify the results of the implementation of GL-TBL in the setting described above, we took into account three important facts: (i) average attendance during the course, (ii) percentage of students who pass the course, and (iii) average final grade. In terms of attendance, it increased by 30% in comparison with the same section in the previous year. Moreover, there is no statistical difference between the average attendance to the GL-TBL section and those full-time students’ sections. On the other hand, the percentage of students who passed the course in the GL-TBL section was around 70%, this is around 2 times the percentage of students who approved the course  in the previous year.  

AU  - Jose Roberto Portillo
AU  - Alberth E Alvarado
AU  - Jorge Samayoa Ranero
CY  - Salt Lake City, Utah
DA  - 2018/06/23
PB  - ASEE Conferences
TI  - Guided-Lecture Team Based Learning at Work: Teaching Differential Calculus to Part-time Engineering Students in Latin America. 
UR  - https://peer.asee.org/30567
DO  - 10.18260/1-2--30567
ER  -