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Student Feedback on Best Practices for Flipped Classroom Courses in a First-year CAD Course

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Conference

2021 ASEE Virtual Annual Conference Content Access

Location

Virtual Conference

Publication Date

July 26, 2021

Start Date

July 26, 2021

End Date

July 19, 2022

Conference Session

Engineering Design Graphics Division Technical Session 3: Flipped Classroom

Tagged Division

Engineering Design Graphics

Page Count

12

Permanent URL

https://peer.asee.org/37743

Download Count

24

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Paper Authors

biography

Angela Boronyak University of Cincinnati

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Dr. Angela Boronyak joined the University of Cincinnati in 2016 and is an Assistant Professor-Educator in Biomedical Engineering and the Undergraduate Program Director in Biomedical Engineering. Before joining the University of Cincinnati, she was an Assistant Professor in Chemical and Biomedical Engineering at Syracuse University for two years. She teaches a variety of biomedical engineering courses from the first year to the fifth year in the curriculum, including CAD, electric circuits, and sensing and measurement. Her educational research interests include the use of teaching technologies and student engagement in learning. Her Ph.D. and Masters in Biomedical Engineering were granted from Vanderbilt University where she completed a certificate in college teaching. She earned her undergraduate degree in Biological Engineering from the University of Georgia.

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Abstract

This study investigates student perceptions of a flipped classroom computer-aided design (CAD) course. While flipped classroom models are gaining popularity in higher education, student’s attitudes towards these courses are often mixed. Over three years, a first-year engineering CAD course was “flipped” by the instructor recording short video demos of SOLIDWORKS techniques for students to watch outside of class in addition to step-by-step text instructions. While in class, the instructor gave a brief overview of new techniques, and then the rest of class time was used to complete homework assignments and group projects. At the end of the course, student perceptions of the course were assessed by an anonymous survey. More than 75% of the students responded that they preferred this CAD course be taught in the flipped classroom format over a traditional lecture format (without video demos); however, when asked about other courses, only 33% of students preferred their other courses to be taught in a flipped classroom format. Student comments to explain their preferences show that engineering graphics design and software-based courses may be best suited to the flipped classroom model over other course topics. To improve student attitudes towards flipped classroom courses, the videos should be recorded by the instructor and available for replay as many times as needed. The instructor should also allow some class time to work on homework or traditionally “outside of class” assignments to make up for the out of class time required by students to watch the videos.

Boronyak, A. (2021, July), Student Feedback on Best Practices for Flipped Classroom Courses in a First-year CAD Course Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. https://peer.asee.org/37743

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