June 22, 2008
June 22, 2008
June 25, 2008
Electrical and Computer
13.677.1 - 13.677.15
Hybrid Content Delivery: On-Line Lectures and Interactive Lab Assignments
A few Purdue University Electrical and Computer Engineering faculty members adopted an experimental format for content delivery in a programming course. In the experimental format, lectures are recorded and delivered on-line. Students attend laboratory sessions and can obtain interactive and individualized assistance; each session teaches one programming tool, including version control, visual programming, creating graphical user interface. Four larger-scale programming assignments require design, implementation, and documentation. We have observed that students sometimes “get stuck” by simple programming errors (syntax or logic). Most errors are unique by individual students and difficult to generalize in a traditional lecture setting. Some students respond very positively to this approach. An on-line discussion forum is established for interaction. This hybrid format has been experimented in one sophomore and one junior course on hardware design. This paper presents the results when applying this approach to a senior-level software course. We plan to assess the learning experience of the students and compare the results with the two hardware courses many students have taken earlier.
Since the 1990s, streaming videos through the Internet has become widely adopted for entertainment as well as education. Today’s college students are familiar with this technology. Our institution started podcasting in several classes in August 2005, but many universities have not exploited using streaming videos to enhance learning experience. One objection is the belief that learning should be interactive among students and instructors.
A few Purdue University Electrical and Computer Engineering faculty members1 started an experiment to use “hybrid content delivery” since Fall 2005. In this experiment, lecture materials are pre-recorded and delivered through streaming videos. Students watch the videos at their convenience asynchronously. In addition, students had to attend mandatory lab sessions in which students could work with the instructors and their peers to solve homework problems and the hands-on lab activities. This was called “Directed Problem Solving” (DPS) as the students solved the problems with the guidance of the instructors synchronously. This hybrid format has been offered to a sophomore-level class on digital design and a junior-level class on microcontrollers. Every semester two parallel sessions are offered: one with traditional lectures and the other with DPS. Students were encouraged to select the sessions based on their own learning styles. Since this experiment started more than two years ago, the students have now reached the senior level and a continuation of the experiment is conducted in a senior-level programming class “Object-Oriented Programming using C++ and Java”.
Brown, C., & Lu, Y., & Meyer, D., & Johnson, M. C. (2008, June), Hybrid Content Delivery: On Line Lectures And Interactive Lab Assignments Paper presented at 2008 Annual Conference & Exposition, Pittsburgh, Pennsylvania. https://peer.asee.org/3750
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