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

\bibitem{asee_peer_25606}
  Bedekar, V. N., \& Nasab, A. S., \& Boles, W. W. (2016, June), \emph{Improvements in Student Learning Experiences by Course Revitalization}
  Paper presented at 2016 ASEE Annual Conference \& Exposition, New Orleans, Louisiana.
  10.18260/p.25606

Vishwas Narayan Bedekar, Ahad S. Nasab, and Walter W. Boles.  "Improvements in Student Learning Experiences by Course Revitalization".  2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana, 2016, June.  ASEE Conferences, 2016.  https://peer.asee.org/25606 Internet.  22 Feb, 2025

\bibitem{asee_peer_25606}
  Vishwas Narayan Bedekar, Ahad S. Nasab, and Walter W. Boles.
  "Improvements in Student Learning Experiences by Course Revitalization".
  \emph{2016 ASEE Annual Conference \& Exposition, New Orleans, Louisiana, 2016, June}.
  ASEE Conferences, 2016.
  https://peer.asee.org/25606 Internet.  22 Feb, 2025

@INPROCEEDINGS{asee_peer_25606
author = "Vishwas Narayan Bedekar, Ahad S. Nasab, and Walter W. Boles"
title = "Improvements in Student Learning Experiences by Course Revitalization"
booktitle = "2016 ASEE Annual Conference \& Exposition"
year = "2016"
month = "June"
address = "New Orleans, Louisiana"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/25606}
number = {10.18260/p.25606}
}

TY  - CPAPER
AB  - 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.
AU  - Vishwas Narayan Bedekar
AU  - Ahad S. Nasab
AU  - Walter W. Boles
CY  - New Orleans, Louisiana
DA  - 2016/06/26
PB  - ASEE Conferences
TI  - Improvements in Student Learning Experiences by Course Revitalization
UR  - https://peer.asee.org/25606
DO  - 10.18260/p.25606
ER  -