Development of a Framework for the Online Portaion of a Hybrid Engineering Course

Abstract

is the W. A. Klinger teaching professor and the assistant chair for Construction Engineering in the Department of Civil, Construction and Environmental Engineering at Iowa State University. He also serves as the chair of the Editorial Board of the American Society of Civil Engineers Journal of Construction Engineering and Management-he was formerly editor-in-chief, chair of the ASCE Construction Engineering Education Committee, and a member of the Transportation Research Board Pavement Maintenance Committee. He earned his B.S. in Civil Engineering and his M.B.A. from the University of Minnesota and his Ph.D. in Civil Engineering (specializing in Construction Engineering and Management) from Purdue University. He has prior experience as an assistant professor at the University of Washington and over six years of industrial experience as a bridge construction project engineer for a construction contractor and as a research engineer for the Naval Civil Engineering Laboratory in Port Hueneme, Calif. His teaching interests include construction equipment, cost estimating and construction process design. His research interests include highway and heavy construction methods, road maintenance methods and innovations in construction process administration.

A Hybrid Flipped First-Year Engineering Course

“…1 In the current research literature, the term hybrid course is often used interchangeably with the terms "hybrid instruction," "blended instruction," "technologymediated instruction," "blended learning", and "mixed-mode instruction". 2,3 Blended learning is a form of technology-based learning, which emerged in the 1960s and 1970s on mainframes and mini-computers. 4 Face-to-face classroom activities in a hybrid course may include traditional lecturing, labs, research, and group problem solving along with quizzes and examinations.…”

“…7 Additionally, students reported positively that they like the ability to pause prerecorded online lectures and demonstrations and write down notes and that they like the ability to watch material over again in order to maximize their learning. 2 Moreover, "a hybrid course has the potential to enable instructors to offer students a greater range of learning avenues and uphold educational and academic design standards, even when instructing large classes and nontraditional students living sizable distances away from campus," according to a 2010 metaanalysis study conducted by the U.S. Department of Education. 12 In a flipped course, students are first introduced to course material by reading, watching video, completing activities, and/or taking quizzes; concepts are then reinforced through lecture, discussion, and active-learning in class.…”