A Comparison of Delivery Formats to Encourage Student-Centered Learning in a Power Engineering Technology Course

Autor/inn/en	Turner, Mathew J.; Webster, Rustin D.
Titel	A Comparison of Delivery Formats to Encourage Student-Centered Learning in a Power Engineering Technology Course
Quelle	In: American Journal of Engineering Education, 8 (2017) 2, S.141-156 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2153-2516
Schlagwörter	Comparative Analysis; Student Centered Learning; Engineering Technology; Power Technology; Video Technology; Active Learning; Small Group Instruction; Lecture Method; Conventional Instruction; Teaching Methods; Problem Solving; Academic Achievement; Student Attitudes; Group Discussion; Books; Electronic Publishing; College Students; Technology Uses in Education; Indiana + Suchen Sie Ihr Suchwort? Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Maschinenbautechnik; Antriebstechnik; Aktives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Problemlösen; Schulleistung; Schülerverhalten; Gruppendiskussion; Book; Buch; Monographie; Monografie; Elektronisches Publizieren; Collegestudent; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	This paper describes a student-centered approach to a power engineering technology course using the flipped or inverted classroom as well as active learning in the form of group discussions and team problem solving. The study compares student performance and perceptions of a traditional, teaching-centered classroom to two different flipped courses: one using video lectures and one using a media-enhanced electronic textbook. The authors compared courses in the areas of 1) student performance on multiple choice and numerical analysis problems, 2) students' perceptions of course delivery format and satisfaction with the course and instructor, and 3) technical content coverage. Results show little difference in student achievement between the course formats, strong negative reactions by students to unfamiliar instructional methods, and little difference in content coverage. The authors believe that the outcomes of this study can be attributed to the benefits of small class sizes (n<12), which naturally enable active learning to be utilized without the need for rigid and formal course structure. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01