Asee peer logo

Improvements in Student Learning Experiences by Course Revitalization

Download Paper |

Conference

2016 ASEE Annual Conference & Exposition

Location

New Orleans, Louisiana

Publication Date

June 26, 2016

Start Date

June 26, 2016

End Date

August 28, 2016

ISBN

978-0-692-68565-5

ISSN

2153-5965

Conference Session

That's a Great Idea! Learning-focused Methods to Revitalize Your Courses

Tagged Division

New Engineering Educators

Tagged Topic

Diversity

Page Count

13

DOI

10.18260/p.25606

Permanent URL

https://peer.asee.org/25606

Download Count

255

Request a correction

Paper Authors

biography

Vishwas Narayan Bedekar Middle Tennessee State University

visit author page

Dr. Vishwas N. Bedekar received his Bachelor’s degree in Mechanical Engineering from University of Mumbai, Bombay, India in 2002 and his Master’s degree in Mechanical Engineering from University of Texas Arlington in August 2006. He was recipient of EMNSPC graduate scholarship for the year 2005 – 2006 and Deans Doctoral Fellowship 2006 – 2009. Dr. Bedekar was a Visiting Scholar Student at Virginia Polytechnic and State University from October 2008 – December 2009. After completing his degree Doctor of Philosophy in Materials Science and Engineering from University of Texas Arlington he worked at Virginia Polytechnic and State University as a Post – doctoral fellow (Jan 2010 – Dec 2010) and as a Research Assistant Professor at University of Arkansas (Jan 2011 – Jun 2013). Dr. Bedekar is currently working as an Assistant Professor in Department of Engineering Technology at the Middle Tennessee State University (MTSU). His research is related to Energy Harvesting, Magnetoelectric Materials, Structural Health Monitoring and synthesis and characterization of novel nanomaterials. Dr. Bedekar is an editorial board member of Journal of Materials Science Research and a reviewer on 10 internationally circulated journals related to materials science and mechanical engineering. He has also served on several NSF panels as a reviewer. He is currently teaching fundamental courses in materials science and mechatronics engineering at MTSU.

visit author page

biography

Ahad S. Nasab Middle Tennessee State University

visit author page

Dr. Ahad Nasab received his PhD from Georgia Institute of Technology in 1987. He then worked as a research scientist at the Center for Laser Applications of Physics Research Group of University of Tennessee Space Institute. In 1991 he joined the faculty of Middle Tennessee State University where he is currently the coordinator of the Mechatronics Engineering degree program.

visit author page

biography

Walter W. Boles Middle Tennessee State University

visit author page

Professor and Chair
Department of Engineering Technology
Middle Tennessee State University
Murfreesboro, TN
37130

visit author page

Download Paper |

Abstract

We implement a hybrid flip classroom technique to enhance student learning experience. A flipped classroom technique is opposite to a traditional classroom teaching method in which lectures will be delivered online and homework is moved from home to classroom. We chose one of the foundation courses in engineering and engineering technology, ENGR 2110: Statics for modification so that this model could be expanded to other engineering courses. Our revitalized course differs from a traditional in-class and a complete online course in the following ways: (1) Lectures are summarized in 5-20 minute videos that include important concepts from the chapter/topic, one/two worked examples, and 3-4 homework/practice problems. These synopsis video lectures are made available to students in advance so that students could learn and prepare for the lectures/problem sessions. The lecture time is devoted to reciting the key concepts, working problems in class and identifying the important homework/practice problems with real world examples. The summary video helps instructors spend more time on working out the problems and examples in class. (2) The summary video could also help students who want to review the material covered in class at home and practice. Moreover, these videos are available for students who miss a class to go back and review what was covered in class and be up to speed for the next lecture. (3) The concept is different from a traditional all-online course which provides videos of full lectures online and does not provide opportunities for students to interact with the instructors and peers in class. In this method, the instructors spend more time on working problems and quizzes inside classroom lectures. (4) Instructors also utilized Desire to Learn (D2L) online course management tool in order to upload the videos and assigned practice problems for enhanced student learning experience. Our findings show that this new technique of hybrid classroom/lectures helps new engineering educators to address the key challenges of modern classroom learning to keep students engaged, motivated, and interested in the subject. This hybrid model could benefit engineering educator community and can be expanded to other disciplines.

Bedekar, V. N., & Nasab, A. S., & Boles, W. W. (2016, June), Improvements in Student Learning Experiences by Course Revitalization Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.25606

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2016 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015