San Antonio, Texas
June 10, 2012
June 10, 2012
June 13, 2012
25.705.1 - 25.705.14
Hybrid Course Design: Leading a New Direction in Learning Programming Languages “Introduction to Computing for Engineers” is a programming course emphasizing problem solving. However, the lack of time for practice in addition to the algorithm‐centric nature of programming results in an inadequate comprehension of course material. To give students more “hands‐on” learning, rather than expecting them to absorb content through lecture, starting in the fall of 2010 three faculty members initiated the creation and implementation of online activities consisting of video lecture slides, and mini on‐line quizzes at Embry‐Riddle Aeronautical University. Students do online lecture study by themselves, then come to the lab to do the practice on the following day with instructor and teaching assistant. In the fall of 2010, four out of ten sections were delivered using hybrid instruction. Analysis of exam results at the end of the semester showed no significant distinction between hybrid learning and traditional study. Feedback received from the students indicates that the majority of students preferred the hybrid course over the traditional course. Students who took the hybrid course during this semester are happy with their hybrid experience. These positive results encouraged faculty members to increase the number of hybrid sections to four during the spring of 2011 and the fall of 2011 semester. They continued the hybrid course design and the course wide assessment. In this paper, improvement of the online video design is introduced, and assessment results are presented. It is believed that by switching from the traditional classroom to hybrid learning, students’ comprehension of the course content will be improved, in addition to their interest and subsequent retention in engineering.
Sun, L., & Kindy, M., & Liron, C., & Grant, C. D., & Waterhouse, S. A. (2012, June), Hybrid Course Design: Leading a New Direction in Learning Programming Languages Paper presented at 2012 ASEE Annual Conference & Exposition, San Antonio, Texas. https://peer.asee.org/21462
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