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How Students’ Views of New Teaching Techniques Change Over Time

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Conference

2015 ASEE Annual Conference & Exposition

Location

Seattle, Washington

Publication Date

June 14, 2015

Start Date

June 14, 2015

End Date

June 17, 2015

ISBN

978-0-692-50180-1

ISSN

2153-5965

Conference Session

New Engineering Educators Division Technical Session 5

Tagged Division

New Engineering Educators

Page Count

9

Page Numbers

26.861.1 - 26.861.9

DOI

10.18260/p.24198

Permanent URL

https://peer.asee.org/24198

Download Count

171

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Paper Authors

biography

Mark T. Gordon California Baptist University

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Dr. Mark T Gordon is an Assistant Professor of Mechanical Engineering and Bioengineering in the Gordon and Jill Bourns College of Engineering at California Baptist University. Dr. Gordon earned his BSE from Calvin College and his MS and PhD from the University of Michigan in Mechanical Engineering.

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Abstract

Using New Teaching Techniques as New Faculty and How Students’ Views of the Techniques Change Over TimeMany new faculty are often eager to try new teaching techniques in their classrooms. However,students are often resistant to change and convince new faculty to abandon their ideas for a moretraditional style with which the students are more comfortable. This study looks at the change inattitude of students towards a flipped classroom during the semester and the concept of studentassessment corrections. A subset of the students voluntarily completed an anonymous surveyafter their first test which was approximately six weeks into the course.Students were enrolled in a junior-level dynamics course. On the first day of class students wereinformed that the class would be using a flipped classroom format rather than a traditionallecture format. Students were required to learn the material before coming to class using theirpreferred combination of a video lecture, video example problems, and the textbook. Studentscompleted a pre-class quiz, worked on homework during class, and completed an end-of-classquiz.Students were asked to compare their perception of the format with a traditional lecture format atthe beginning of the semester. 43% of students responded that they liked the idea worse than atraditional lecture format while 43% said that they liked it better. However, when students wereasked again after six weeks of class, only 7% of students said that they liked the idea worse, 43%said they liked it better, and 43% said they liked it much better. Furthermore, when students wereasked how they were learning compared to a traditional course structure 0% responded worse,50% responded better, and 21% responded much better.The second technique that was employed was assessment corrections. Students were allowed todo corrections to their quizzes, homework, and tests to earn back points that would increase theirgrade. This was done in place of a curve because it causes students to revisit their mistakes andre-examine the material that they did not fully understand. In each case, students were requirednot only to produce the correct result, but also to provide a rationale as to why they were doingeach step in order to earn back lost points. Many students (50%) indicated that they would nothave learned how to correctly do the problems they missed if they did not receive points forcorrections while 50% of students indicated that they learn some from corrections and 43%indicated that they learned a lot from corrections.These two techniques can be beneficial to new faculty as they develop their teaching style. Thefact that many students did not initially favor the flipped classroom format but changed theirminds after six weeks indicates that new faculty should resist students’ objections to a newteaching style if they believe that it is beneficial to the students.

Gordon, M. T. (2015, June), How Students’ Views of New Teaching Techniques Change Over Time Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24198

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