New Orleans, Louisiana
June 26, 2016
June 26, 2016
August 28, 2016
This work in progress paper will evaluate the inclusion of video instruction into the laboratory sections of a first-year engineering design course. It aims to improve student performance on activity-based team projects and address strategies for adding innovative flipped classroom approaches into hands-on courses. Video instruction has the potential to combine multiple learning styles in pre-class preparation material. This video teaching methodology for laboratory instructions and assignments provides needed information to students before they attempt the labs or use equipment to expedite the learning process. A first-year engineering program initiative to incorporate more flipped classroom resources began this last summer with the help of an on-campus support center for teaching and learning. This paper will focus on aspects of short, five to ten minute, video instruction that can be used to improve performance in hands-on design projects and labs. Many video projects performed by engineering educators focus on moving in-class lectures to hours of video. In a class that is primarily activity-based, different strategies should be used to add video instruction for equipment, software, and concepts.
Bringardner, J., & Jean-Pierre, Y. (2016, June), Video Instruction to Complement All Learning Styles in a First-Year Introduction to Engineering Course Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.27181
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