A Flipped First-Year Digital Circuits Course for Engineering and Technology Students

Autor/inn/en	Yelamarthi, Kumar; Drake, Eron
Titel	A Flipped First-Year Digital Circuits Course for Engineering and Technology Students
Quelle	In: IEEE Transactions on Education, 58 (2015) 3, S.179-186 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yelamarthi, Kumar)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-9359
DOI	10.1109/TE.2014.2356174
Schlagwörter	Engineering Education; Active Learning; Teaching Methods; Undergraduate Students; Technical Education; Peer Relationship; Teacher Student Relationship; Blended Learning; Learning Strategies; Instructional Design; Academic Achievement; Course Descriptions; Electronics; Grades (Scholastic); Statistical Analysis; Student Attitudes; Instructional Effectiveness; Comparative Analysis; Control Groups; Experimental Groups; College Faculty + Suchen Sie Ihr Suchwort? Ingenieurausbildung; Aktives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Technikunterricht; Peer-Beziehungen; Teacher student relationships; Lehrer-Schüler-Beziehung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Lesson concept; Lessonplan; Unterrichtsentwurf; Schulleistung; Kursstrukturplan; Elektronik; Notenspiegel; Statistische Analyse; Schülerverhalten; Unterrichtserfolg; Fakultät
Abstract	This paper describes a flipped and improved first-year digital circuits (DC) course that incorporates several active learning strategies. With the primary objective of increasing student interest and learning, an integrated instructional design framework is proposed to provide first-year engineering and technology students with practical knowledge of DC. The research presented here compares the effectiveness of the flipped course to the previous traditional course through a controlled experimental study. The improved effectiveness of the flipped course is confirmed through the significant increase in course content and significant improvements in students' performance and their perceptions of their learning experience. Preliminary results suggest that students' academic success, and their engagement and interest in engineering, can be enhanced by refinement of an integrated instructional design framework. The authors believe that this positive outcome is a result of alignment of online preview of lectures, face-to-face student/instructor and peer interactions, discussions, hands-on activities, combined with several active learning strategies infused into the class. (As Provided).
Anmerkungen	Institute of Electrical and Electronics Engineers, Inc. 445 Hoes Lane, Piscataway, NJ 08854. Tel: 732-981-0060; Web site: http://ieeexplore.ieee.org/xpl/RecentIssue.jsp?punumber=13
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01