Teaching Dynamics Using a Flipped Classroom Blended Approach

Abstract

in 2009. She is a Lecturer in the Mechanical and Aerospace Engineering Department at the University of Central Florida (UCF), where she teaches courses in the areas of system dynamics, controls and biomedical engineering. Her current research interests include engineering education with focus on blended learning, project based learning, digital education and design education. She received the Excellence in Undergraduate Teaching Award at UCF. Dr. Anchalee NgampornchaiAnchalee Ngampornchai is an interculturalist and instructional design specialist. She has taught intercultural communication as an adjunct instructor and works as consultant. Over a decade, she has delivered learning solutions to companies, state agencies, and universities. Anchalee received a PhD in Intercultural Communication from University of New Mexico and a Master's degree in Instructional Design from Florida State University where she was nominated for The Gagne/Briggs Award for Excellent Performance in the Instructional Systems.

Examining the Impact of Online Lecture Viewing Behavior on Student Performance in a Flipped Classroom Blended Course

“…The results in Figure 3 corroborate the fact that the students perceive the lecture video-based blended instruction as an effective way to learn course materials. These results are consistent with data reported by similar studies conducted on lecture video-based blended learning in engineering courses [2], [21]. Student satisfaction and student attitude toward the blended course were also gauged through the survey questions.…”

“…For example, the implementation of a blended engineering master's program in Spain not only increased enrollment, but also resulted in increased students' satisfaction, interaction with instructors, and learning performance [8]. The blended approach has been utilized in large-size engineering classes and the results have shown that students were more satisfied and that they believe they had more opportunities to apply their knowledge [2], [4]. Similarly, when the blended approach was used in a biology class, the findings showed that students learned deeper and their grades were better than those learning in the traditional classroom [9].…”

Pedagogical impact during the pandemic of a virtual classroom with lightboard

“…The lightboard gives the teachers more dynamism to express their ideas and present the course material (Sidlauskas et al, 2021). The teaching methodology is crucial in taking advantage of the lightboard's characteristics (Choe, 2017;S. Pal et al, 2020).…”

The Evolution of a Flipped Dynamics Course

“…Many of the other references that discuss flipping Dynamics only involved partial flipping for a selected number of topics [5][6][7][8]. In [5] a total of six topics were flipped.…”

“…Another study, [8], discusses a hybrid course in which 50% of the material was delivered online. Assessment results presented indicate that the videos were, in general, viewed positively.…”