June 15, 2014
June 15, 2014
June 18, 2014
24.1018.1 - 24.1018.14
Promoting Active Learning in Biomedical Engineering Classes through Blended Learning We implemented blending learning in one of our core biomedical engineering classes on Bioinstrumentation.Bioinstrumentation is a sophomore level required first course in bioinstrumentation covering clinical andresearch measurements for students interested in electrical, mechanical and chemical measurements inbiomedical engineering. The course covers measurements for: statistics, electronics, molecules such as DNAsequencing, polymers such as protein adsorption, blood components and cell counting, cells for tissueengineering, sensors for nervous, cardiac and respiratory systems, imaging, kidney clearance, bone mineral,temperature and movement. .Each chapter in the textbook is explained through a list of instructional objectives (IOs), which contains asummary of the concepts, relationships, and skills presented in this course. These IOs provide students with aguide for learning the material in the chapter. For each of the IOs we prepared a power point slide with anonline video, which is about 2 – 3 minutes long. The students are required to view each video and after eachvideo take an online multiple-choice quiz with automated grading before they come to the class. During theclass, we conduct a 10 min in-class quiz based on the material taught in the previous videos and classdiscussion. Students are provided with a list of problems to work on for the next 30 min with 7 students at eachround table in a large classroom. The instructor and lab-teaching assistants walk around and answer studentquestions in class. The instructor gives a 10 min lecture at the end of the class discussing the methods to solvethese in-class problems. After the following day quiz, the solutions to these problems are posted on the coursewebpage.We used the HD Everio camera to make the videos on medical or lab instruments and Everio MediaBrowser 3to download the video from the Everio camera. We also used some instructional videos from online. We usedCamtasia Studio 8 to make instructor’s voiceover for the Powerpoint with moving cursor or capture figures onthe screen and uses Camtasia Studio 8 to edit and deal with the videos we needed. All the videos were posted onthe course webpage using Moodle.We conducted a survey during the early part of the semester. We asked the following question: “List changes toBioinstrumenation that will help improve your learning the most:” We received 26 responses. The students hadsuggestions with regards to the timing for in-class quizzes, posting detailed answers for the quizzes, the amountof time it takes for answering online quizzes with Moodle. The students offered comments with regards to thelab part of the course. We addressed some of these concerns during the semester. We plan to improve quizzingfor future offerings of this course.One of our challenges was the adequate space needed for blended learning instruction for 88 students. Wewanted the students to sit in groups around a table, so they could work together and share ideas. However, thisrequired more space than traditional classroom instruction, which we have received through our college ofengineering. We are working on improving the course material and to find a physical space with group tables toscale the course for eventual projected enrollment of 150 students.
Nimunkar, A. J., & Zhang, X., & Shokoueinejad, M., & Webster, J. G. (2014, June), Promoting Active Learning in Biomedical Engineering Classes through Blended Instruction Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--22951
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