June 23, 2013
June 23, 2013
June 26, 2013
ABET Accreditation, Assessment and Program Improvement in ECE.
Electrical and Computer
23.1060.1 - 23.1060.13
Self-Regulated Learning and Blended Technology Instruction in a Flipped ClassroomThe mission of the SMART LIGHTING Engineering Research Center includes a key educationalcomponent, namely to educate a diverse, world-class workforce that will be needed to grow thebusiness of Smart Lighting. The education program of the ERC addresses university and pre-college level education and outreach and has as its goal the development of innovative curriculumand instructional practices that will allow for transfer of new knowledge into the classroom.Although the major focus is on content related to the ERC, methods that apply to all STEM areas areunder consideration in practices related to design, implementation, and assessment of studentlearning. One of the primary goals of the project is to investigate the viability of alternativeapproaches to instruction that will build on the constructionist/constructivist approach to STEMeducation. To meet this goal, the instructional practice of flipped classrooms is being piloted; specificcontent is provided via online video lectures, and class time is devoted to hands-on practice ofconcepts. The implementation of flipped classrooms, requiring self-regulated approaches to learning,is becoming more common; however, most students within the STEM domain are accustomed to thetraditional teacher-directed classrooms. Although, many students had prior experience with videolectures, their comfort levels are generally not high. A major focus of this development effort is toprovide students with scaffolding infrastructure so they can become more confident and successful inthis new learning environment.Starting in 2010, a series of pilot videos were developed and implemented. The purpose of the videoswas to provide a method whereby instructors, advanced students, and external experts could providematerial and context used to replace, supplement, or enhance traditional classroom and laboratoryinstruction. A key specification of the design and development of the videos was that they must bemade available online, with plans for ubiquitous availability across classes, instructors, and sites.Each video lecture represented key components of content and context knowledge. The videos weredesigned to meet the needs of multiple methods of instruction, including those with limited access,repeated access, sequenced access, and general availability. Initial evaluations of pilot use in theclassroom, conducted in Fall 2010, Spring 2011, and Fall 2011, provided formative feedback onstudents’ uses and perceptions and assisted in development of materials.In 2011-12, additional video materials were developed and all videos were uploaded to YouTube,thereby enabling student access to the videos anytime and anywhere. The video lectures for thiscourse were used concurrently with multiple online power points, online handouts of notes for eachexperiment, and online reading materials from multiple websites. The instructor and two teachingassistants were present during the scheduled instructional time.This paper addresses formative information related to student and faculty perceptions of the use ofvideo lectures (i.e., how they were used, as well as facilitators and barriers to use), collected duringthe Spring 2012 pilot and the continued development of this approach in Fall 2012.
Connor, K. A., & Newman, D. L., & Deyoe, M. M. (2013, June), Self-Regulated Learning and Blended Technology Instruction in a Flipped Classroom Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. 10.18260/1-2--22445
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