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On Moving a Face-to-Face Flipped Classroom to a Remote Setting.

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2021 ASEE Virtual Annual Conference Content Access


Virtual Conference

Publication Date

July 26, 2021

Start Date

July 26, 2021

End Date

July 19, 2022

Conference Session

Thermal Fluid Related

Tagged Division

Mechanical Engineering

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Paper Authors


Autar Kaw University of South Florida

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Autar Kaw is a professor of Mechanical Engineering at the University of South Florida. He is a recipient of the 2012 U.S. Professor of the Year Award (doctoral and research universities) from the Council for Advancement and Support of Education and the Carnegie Foundation for Advancement of Teaching. Professor Kaw’s main scholarly interests are in engineering education research, adaptive, blended, and flipped learning, open courseware development, and the state and future of higher education. Funded by National Science Foundation, under Professor Kaw's leadership, he and his colleagues from around the nation have developed, implemented, refined, and assessed online resources for open courseware in Numerical Methods. This courseware annually receives 1,000,000+ page views, 2,000,000+ views of the YouTube lectures, and 90,000+ visitors to the "numerical methods guy" blog. He has written more than 100 refereed technical papers and his opinion editorials have appeared in the Tampa Bay Times, Tampa Tribune, and Chronicle Vitae. His work has been covered/cited/quoted in many media outlets including Chronicle of Higher Education, Inside Higher Education, U.S. Congressional Record, Florida Senate Resolution, ASEE Prism, and Voice of America.

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Starting in March 2020, the COVID19 pandemic instantly affected the education of 14 million higher education students in the USA. The switch to remote instruction caught instructors and students off guard – teachers had to change their techniques, approaches, and course content rapidly (called “panicgogy”), and students had to adjust to remote instruction in a hurry. Hoping that the pandemic would not last too long, most had expected to return to the regular class format at most by the Fall semester. That expectation was quickly squashed as the summer semester progressed. If one were teaching a face-to-face classroom in a flipped modality, it would be even more challenging to teach a flipped class in an online environment. In this paper, we present how the instructor overhauled a face-to-face flipped class in Numerical Methods to an online environment. This involved 1) rethinking the learning design of the course content via the learning management system, 2) using Microsoft forms as personal response systems, and YouTube for video lectures, 3) not only using break-out rooms for peer-to-peer learning but the “main room” for individual learning as well, 4) exploit the availability of two computers and multiple monitors to deliver and observe the synchronous part of the class, 5) use of discussion boards to streamline the flow of communication that would have otherwise been unwieldy for the instructor, TAs, and students alike, 6) changes made to assessment as it had to be carried online and within a proctoring software environment, 7) changes in the conducting of office hours. The above items will be discussed in the paper, and comparisons of face-to-face and online implementations will be made. The ultimate goal is to present a logic model for a typical lecture-based online flipped STEM classroom for efficient and effective implementation by other instructors.

Kaw, A. (2021, July), On Moving a Face-to-Face Flipped Classroom to a Remote Setting. Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. 10.18260/1-2--37534

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