June 14, 2015
June 14, 2015
June 17, 2015
26.978.1 - 26.978.17
Instructional Setting on Student Learning Effectiveness Using Flipped Classroom in an Engineering Laboratory AbstractImproving Engineering Education, which plays an important role in shaping the future engineers,has always been a major concern. However, until recently more engineering educators have beeninvolved with the implementation of various different educational and learning techniques. Aspart of this movement, this paper is aimed at analyzing and thereby assessing how differentmethods used in a flipped classroom setting will impact student-learning effectiveness. The studycompares flipped classroom instruction to a traditional teaching method which is used as acontrol study. Data gathered for the analysis is based on a non-biased uniformly distributed labsetting focused on using smart materials to determine the vibration frequency of a cantileverbeam. The lab setup is a part of a Green Energy Materials & Engineering course offered in thesummer 2014 semester. This class introduced students to the concepts of Green Manufacturing,Green Technologies in industries, and Fabricating advanced Green Energy devices. Theframework used for gathering unbiased data, identifying a learning approach, and on quantifyingthe student learning is explained in detail. It is found that the instructional setting plays asignificant role in flipped classroom learning effectiveness. Flipped classroom learning setupdoes not guarantee better learning effectiveness if not set up appropriately in a laboratory setting.
Tseng, T. B., & Akundi, A., & Love, N. (2015, June), Instructional Setting on Student Learning Effectiveness Using Flipped Classroom in an Engineering Laboratory Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24315
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