Bailey, R., & Smith, M. C. (2013, June), Implementation and Assessment of a Blended Learning Environment as an Approach to Better Engage Students in a Large Systems Design Class  Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. 10.18260/1-2--19706

\bibitem{asee_peer_19706}
  Bailey, R., \& Smith, M. C. (2013, June), \emph{Implementation and Assessment of a Blended Learning Environment as an Approach to Better Engage Students in a Large Systems Design Class}
  Paper presented at 2013 ASEE Annual Conference \& Exposition, Atlanta, Georgia.
  10.18260/1-2--19706

Reid Bailey and Michael C Smith.  "Implementation and Assessment of a Blended Learning Environment as an Approach to Better Engage Students in a Large Systems Design Class".  2013 ASEE Annual Conference & Exposition, Atlanta, Georgia, 2013, June.  ASEE Conferences, 2013.  https://peer.asee.org/19706 Internet.  15 Dec, 2024

\bibitem{asee_peer_19706}
  Reid Bailey and Michael C Smith.
  "Implementation and Assessment of a Blended Learning Environment as an Approach to Better Engage Students in a Large Systems Design Class".
  \emph{2013 ASEE Annual Conference \& Exposition, Atlanta, Georgia, 2013, June}.
  ASEE Conferences, 2013.
  https://peer.asee.org/19706 Internet.  15 Dec, 2024

@INPROCEEDINGS{asee_peer_19706
author = "Reid Bailey and Michael C Smith"
title = "Implementation and Assessment of a Blended Learning Environment as an Approach to Better Engage Students in a Large Systems Design Class"
booktitle = "2013 ASEE Annual Conference \& Exposition"
year = "2013"
month = "June"
address = "Atlanta, Georgia"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/19706}
number = {10.18260/1-2--19706}
}

TY  - CPAPER
AB  -               Implementation and Assessment of a Blended Learning                 Environment for Case Study Based InstructionBlended learning refers to combining traditional face-to-face learning environments with onlineeducation tools and approaches. With the ubiquitous use of laptops by students and theproliferation of low and no cost tools to facilitate online education, opportunities for blendedlearning are more available now than ever before. Additionally, many universities are facinggrowing enrollments that push the limits on the scalability of classroom pedagogies. Forexample, providing students the opportunity to orally present technical work becomeschallenging as the number of students per class grows to large numbers. Furthermore, decadesof prior research in education has shown the effectiveness of formative feedback and anauthentic, active, and collaborative environment in promoting student learning. It is in thiscontext that the authors redesigned a class to take advantage of several blended learningapproaches in an effort to provide a higher quality learning environment.The purpose of this project is to implement and assess the impact of integrating blended learningapproaches in a case study based class that faces growing enrollment. The goals of integratingblended learning approaches into this class were to provide better formative feedback morequickly to students, to continue to integrate authentic work in the class through case studies, andto provide a more active and collaborative learning environment.The blended experience for this class has several components, including   • Student teams recording presentations with video-capture software (instead of just       turning in Powerpoint files for feedback).   • Peer review of aforementioned recorded presentations and other deliverables, utilizing an       online peer-management system (called “PRAZE”) to reduce the complexity of       administering peer review for a large number of students   • In-class polls using Google Docs   • Chat rooms (using a Sakai-based course management platform) used during class for       instructors and/or teaching assistants to comment to all students without interrupting the       primary activity in class, and   • Video-capture of lectures covering several of the core topics, thereby allowing the       instructors to spend class time on more engaging ways of helping students learn new       topics (i.e., flipping the classroom)The assessment plan for this project is multidimensional and focuses on the effectiveness of theblended approaches in promoting quick formative feedback, active learning approaches, andcollaborative learning … all in an effort to ultimately improve student learning. To this end,evaluation will include an end-of-course survey aimed at collecting student perceptions of thedifferent blended approaches, the matching of data on who watches online lectures to grades onspecific assignments and questions, content analysis of course feedback as compared to prioryears, and observations by instructors and teaching assistants with respect to implementationease of the technology within the class.
AU  - Reid Bailey
AU  - Michael C Smith
CY  - Atlanta, Georgia
DA  - 2013/06/23
PB  - ASEE Conferences
TI  - Implementation and Assessment of a Blended Learning Environment as an Approach to Better Engage Students in a Large Systems Design Class
UR  - https://peer.asee.org/19706
DO  - 10.18260/1-2--19706
ER  -