Teaching Dynamics Using a Flipped Classroom Blended Approach
- Conference
- Location
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Virtual On line
- Publication Date
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June 22, 2020
- Start Date
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June 22, 2020
- End Date
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June 26, 2021
- Conference Session
- Tagged Division
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Mechanical Engineering
- Page Count
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21
- DOI
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10.18260/1-2--35274
- Permanent URL
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https://peer.asee.org/35274
- Download Count
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523
Paper Authors
Sudeshna Pal University of Central Florida
Dr. Sudeshna Pal received her PhD degree in Biosystems and Agricultural Engineering from Michigan State University in 2009. She is a Lecturer in the Mechanical and Aerospace Engineering Department at the University of Central Florida (UCF), where she teaches courses in the areas of system dynamics, controls and biomedical engineering. Her current research interests include engineering education with focus on blended learning, project based learning, digital education and design education. She received the Excellence in Undergraduate Teaching Award at UCF.
Anchalee Ngampornchai
Anchalee Ngampornchai is an interculturalist and instructional design specialist. She has taught intercultural communication as an adjunct instructor and works as consultant. Over a decade, she has delivered learning solutions to companies, state agencies, and universities. Anchalee received a PhD in Intercultural Communication from University of New Mexico and a Master’s degree in Instructional Design from Florida State University where she was nominated for The Gagne/Briggs Award for Excellent Performance in the Instructional Systems.
Patsy Moskal University of Central Florida
Patsy D. Moskal is Director of the Digital Learning Impact Evalulation in the Research Initiative for Teaching Effectiveness at the University of Central Florida (UCF). Since 1996, she has served as the liaison for faculty research of distributed learning and teaching effectiveness at UCF. Patsy specializes in statistics, graphics, program evaluation, and applied data analysis. She has extensive experience in research methods including survey development, interviewing, and conducting focus groups and frequently serves as an evaluation consultant to school districts, and industry and government organizations. She has also received funding from several government and industrial agencies including the National Science Foundation and the Alfred P. Sloan Foundation. In 2011, she was given the honor of being named an Online Learning Consortium (previously Sloan-Consortium) Fellow. She has co-authored numerous articles and chapters on blended and online learning and is a frequent presenter at conferences and to other researchers.
Abstract
This paper presents the results of a pilot study performed on flipping an undergraduate foundation course in engineering into a blended mixed-mode format. A blended instructional model integrates face-to-face instruction with online instruction. Enhanced student satisfaction and greater student success rates are some of the key benefits of a blended model over a traditional face-to-face model. The effectiveness of the blended instructional model is evaluated through comparative data analysis across two semesters for the course Engineering Analysis: Dynamics taught using a traditional face-to-face format in the first semester and a redesigned blended format in the subsequent semester. Student performance, student engagement and student satisfaction are the three primary criterion used in evaluating the effectiveness of the blended delivery model. Results of this study are very positive, with, 85% of the students reporting being satisfied with the redesigned course structure and delivery. Over-all student performance in major assignments show improvement in the blended mixed-mode class as compared to the regular class thus indicating better knowledge retention in the redesigned course. Finally, the redesigned course shows active class engagement as obtained from video analytics data.
Pal, S., & Ngampornchai, A., & Moskal, P. (2020, June), Teaching Dynamics Using a Flipped Classroom Blended Approach Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--35274
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