Experimental Hybrid Courses That Combine Online Content Delivery With Face To Face Collaborative Problem Solving

Brown, Cordelia; Meyer, David G.

doi:10.18260/1-2--2578

Cited by 4 publications

(1 citation statement)

References 2 publications

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“…The goal of our previously reported work 1 was to compare the relative effectiveness of the "traditional lecture" format with non-traditional "hybrid" course formats, specifically in which the roles of in-class and outside-of-class activities were largely "reversed". So-called "inverted" course formats were originally created for two core computer engineering classes at Purdue: a sophomore-level Introduction to Digital Systems Design course, and a junior-level Microprocessor System Design and Interfacing course.…”

Section: Introductionmentioning

confidence: 99%

Experimental Cross Hybrid Course Formats

Meyer¹,

Brown²

2009 Annual Conference &Amp; Exposition Proceedings

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In a previous paper we described a hybrid course format in which the "lecture content" for core sophomore-and junior-level ECE courses was delivered via on-line streaming video and the regularly-scheduled class meeting times were used for instructor-directed, collaborative problem solving sessions, referred to as "directed problem solving" (DPS). Traditional lecture (TL) divisions of each course were offered simultaneously, to provide students an opportunity to select the course format they felt best matched their individual learning style. In this study, we consider two "cross-hybrid" variants of these: traditional lecture with integrated problem solving (TL-IPS), and directed problem solving with lecture summary (DPS-LS). Initial trials comparing outcome assessment and exit survey results for these formats are presented. The preliminary results demonstrate the viability of the various course delivery options, and provide a general indication of student preferences.

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Section: Introductionmentioning

confidence: 99%

Experimental Cross Hybrid Course Formats

Meyer¹,

Brown²

2009 Annual Conference &Amp; Exposition Proceedings

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Hybrid Course Design: Leading a New Direction in Learning Programming Languages

Sun¹,

Kindy²,

Liron³

et al.

2012 ASEE Annual Conference &Amp; Exposition Proceedings

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, where she has taught since 2006. She received her B.S. degree in mechanical engineering from Harbin Engineering University (China), in 1999, and her Ph.D. degree in mechanical engineering from University of California, Riverside, in 2006. Before joining Embry-riddle, she worked in the consulting firm of Arup at its Los Angeles office as a Fire Engineer. Her research interests include pedagogy in engineering education and fire behavior study. She is a professional member of the Society of Fire Protection Engineer and a member of the American Society of Engineering Education and the Society for the Advancement of Material and Process Engineering.

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Applying Second Language Acquisition to Facilitate a Blended Learning of Programming Languages

Sun

Frederick²

2015 ASEE Annual Conference and Exposition Proceedings

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This paper describes a recent NSF funded project under the Research Initiation Grant in Engineering Education (RIGEE) program. It correlates the programming language study to second language acquisition theory. The work begun in Fall 2014, and project materials are under development. This paper outlines the proposed work and the materials developed to support the implementation of the project in Fall 2015. IntroductionComputer programming is a common mandatory course taught in the first year of engineering and computer science programs. These types of courses typically utilize a common programming language (MATLAB, C, Java) to teach students about syntax, programming techniques, and introduce students to applied problem solving [1][2][3][4] . Learning a computer programming language has been known to be difficult for high-school and university students because of the lack of time for practice 5 , in addition to the conceptual complexity of the topic and logical reasoning processes required for understanding. Programming courses are critical to the learning needs of students in STEM majors, as they provide students with problem solving skills that are easily transferrable and contextually relevant to math and science courses in the curriculum. A student who is better prepared to understand and solve problems, regardless of the context, will be better prepared to persist throughout higher education.

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Experimental Hybrid Courses That Combine Online Content Delivery With Face To Face Collaborative Problem Solving

Cited by 4 publications

References 2 publications

Experimental Cross Hybrid Course Formats

Experimental Cross Hybrid Course Formats

Hybrid Course Design: Leading a New Direction in Learning Programming Languages

Applying Second Language Acquisition to Facilitate a Blended Learning of Programming Languages

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