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Due to the COVID-19 pandemic, a first-year engineering graphics course at a southeastern private institution was flipped in 2020. To understand students’ needs and address their concerns immediately, weekly reflection surveys were implemented. Multiple choice, and open-ended questions were available to students at the end of each weekly study and closed by Sunday midnight. Results were shared with students on the first day of the following week. The results indicated that students often took ownership of their learning, or lack thereof, and saw the benefit of the flipped design. The faculty member could be more timely and responsive with adjusting course materials based on student’s needs and built a mutual constructive communication between the students and the instructor accordingly.
Sun, L., & Rohrbacher, C. (2022, August), Student Reflections Encourage Self-Regulated Learning and Faculty Just-In-Time Teaching Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. https://peer.asee.org/41604
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