“To the Boards”: Team-Based Design for Student-Centered Learning

2017 ◽  
Author(s):  
David D. Gill ◽  
Jeffrey L. Newcomer
Keyword(s):  
Student Performance ◽  
Collaborative Design ◽  
Design Guidelines ◽  
Student Feedback ◽  
Design Parameters ◽  
Design Activity ◽  
Learning Approaches ◽  
Student Centered ◽  
Student Centered Learning ◽  
Design Skills

Engineering design is a complex subject that is often a challenge for students to learn. Heuristic-based design, design that primarily utilizes “rules of thumb” or best practices, can be even more challenging for students to learn when they do not yet have the experience to choose between competing design guidelines. Faculty of Manufacturing Engineering at Western Washington University sought to improve the students’ learning in a senior-level, undergraduate course in Design of Tooling, a heuristic-based design discipline. The faculty worked to answer the question “How can team-based active learning approaches be effectively utilized for students learning a heuristic-based design topic?” In answering this question, the faculty developed and implemented a team-based, student-centered design activity called To the Boards. This activity, where small groups of students simultaneously develop tooling designs at whiteboards around the room, has improved the students’ retention of key concepts and helped students learn to analyze and apply competing design parameters. Performing the work on white boards encourages participation by all members of the group and enriches the design evaluation experience through a collaborative analysis of the many different design solutions developed by all the groups. Use of To the Boards, in conjunction with out-of-class reading, short lectures, and five large projects, has proven to be an effective tool for engaging students in learning, helping them to evaluate and apply competing design goals in the solution of complex engineering problems, and enabling collaborative design through communication of engineering concepts using sketches. Results of this activity have been measured through student performance and student feedback. Student performance on projects demonstrated the appropriate utilization of knowledge and skills learned in class with all students performing at satisfactory or exemplary levels when evaluated against ABET learning outcomes for design. Student feedback has been largely positive with the students recognizing the value of the knowledge and tooling design skills and also of the communication and teamwork skills that are acquired through the activity.

scholarly journals The effect of flipped teaching combined with modified team-based learning on student performance in physiology

2017 ◽  
Vol 41 (3) ◽  
pp. 363-367 ◽  
Author(s):  
Chaya Gopalan ◽  
Megan C. Klann
Keyword(s):  
Student Performance ◽  
Student Attitudes ◽  
Flipped Classroom ◽  
Student Centered ◽  
Student Centered Learning ◽  
Innovative Teaching ◽  
Class Time ◽  
Teaching Format ◽  
Team Based Learning ◽  
Traditional Lectures

Flipped classroom is a hybrid educational format that shifts guided teaching out of class, thus allowing class time for student-centered learning. Although this innovative teaching format is gaining attention, there is limited evidence on the effectiveness of flipped teaching on student performance. We compared student performance and student attitudes toward flipped teaching with that of traditional lectures using a partial flipped study design. Flipped teaching expected students to have completed preclass material, such as assigned reading, instructor-prepared lecture video(s), and PowerPoint slides. In-class activities included the review of difficult topics, a modified team-based learning (TBL) session, and an individual assessment. In the unflipped teaching format, students were given PowerPoint slides and reading assignment before their scheduled lectures. The class time consisted of podium-style lecture, which was captured in real time and was made available for students to use as needed. Comparison of student performance between flipped and unflipped teaching showed that flipped teaching improved student performance by 17.5%. This was true of students in both the upper and lower half of the class. A survey conducted during this study indicated that 65% of the students changed the way they normally studied, and 69% of the students believed that they were more prepared for class with flipped learning than in the unflipped class. These findings suggest that flipped teaching, combined with TBL, is more effective than the traditional lecture.

Technology and Teaching

2018 ◽  
pp. 69-87
Author(s):  
David Feist ◽  
Doug Reid
Keyword(s):  
Academic Success ◽  
Student Engagement ◽  
Current Literature ◽  
Teacher Practices ◽  
Appropriate Technology ◽  
Learning Approaches ◽  
Pedagogical Practice ◽  
Student Centered ◽  
Student Centered Learning ◽  
Technology And Teaching

Teachers at a technology diverse school explored ways to shift toward a more student- centered pedagogical practice. The project determined whether a shift in teacher practices could impact student engagement and success. The results were positive: many students had more academic success when student-centered learning activities were incorporated into their schooling. In theory, this means student learning that includes non-linear learning approaches can work in more generalizable settings than what have been expansively published in the current literature. In practice, the findings may help to inform schools dealing with current societal pressures to help their students find greater success through the use of pedagogically appropriate technology implementations and teacher support.

scholarly journals Devices and Platforms Used in Emergency Remote Learning and Teaching During Covid19: A Case of English Major Students in Saudi Arabia

2021 ◽  
pp. 80-94
Author(s):  
Mishal H Al Shammari
Keyword(s):  
Gender Differences ◽  
Saudi Arabia ◽  
Online Teaching ◽  
Online Survey ◽  
Learning Approaches ◽  
Student Centered ◽  
Student Centered Learning ◽  
Learning And Teaching ◽  
English Major ◽  
Remote Learning

This study investigates the experiences of English major students at the College of Language and Translation (COLT) in King Saud University, Saudi Arabia, with Emergency Remote Learning and Teaching (ERLT) during the Covid-19 crisis. It focuses on the students’ preferences for devices and platforms, and gender differences influencing their choices. The study is of significance because it considers the student-centered learning approaches. The paper also seeks to answer the question as to the factors that lead students to make their preferences for the online teaching tools and devices. A total of 150 students, both men, and women, participated in the study. An online survey was carried out in the form of questionnaires to elicit their responses. The results showed that laptop computers were the dominant devices students used and preferred. They also revealed that the Zoom platform came first in students’ preferences, followed by Blackboard. Also, the findings showed that although participants used smartphones in their ERL, they did not recommend it, and it came last compared to laptops, tablets, and desktop computers in their order of preference. Gender differences existed in preferences to desktops and tablets in ERL. Another gender difference existed in preferences to platforms. Women students preferred Blackboard to Zoom while men students expressed the opposite.

scholarly journals Teachers' Profesionalism and Challenges in Industrial Revolution Era 4.0

2019 ◽  
Vol 2 (1) ◽  
pp. 195
Author(s):  
Supriyono Supriyono
Keyword(s):  
Human Resource ◽  
Management System ◽  
Industrial Revolution ◽  
Competence Development ◽  
Traditional Learning ◽  
Learning Approach ◽  
Learning Approaches ◽  
Student Centered ◽  
Student Centered Learning ◽  
Teacher Centered

This paper discusses the concept of teachers' profesaionalism and challenges in facing the industrial revolution era 4.0. In this case, teachers have a very important role at schools in utilizing various learning approaches. The traditional learning (teacher-centered) approach long implemented for years has now been considered out of date that student-centered learning replaces the approach. The teachers' role has recently shifted that teachers now become the facilitators for their learners. These shifting learning approach has become an inevitabity to anticipate that a concret action is greatly required. Educational world should be able to manage itself by making some renewals and innovations related to the management system, curriculum, Human Resource Competence Development, culture, working ethics, and facilities. This study uses references related to the nature of teachers' profesionalism, industrial revolution 4.0, and various challenges. Concrete actions need to be well prepared as well as creatively, dynamically, and innovatively made. Thus, it can be concluded that teachers should be able to maintain their professionalism in performing their daily duties and obligations.

scholarly journals A Comparison Of Delivery Formats To Encourage Student-Centered Learning In A Power Engineering Technology Course

2017 ◽  
Vol 8 (2) ◽  
pp. 141-156
Author(s):  
Mathew J. Turner ◽  
Rustin D. Webster
Keyword(s):  
Active Learning ◽  
Student Performance ◽  
Power Engineering ◽  
Engineering Technology ◽  
Student Centered ◽  
Student Centered Learning ◽  
Course Structure ◽  
Inverted Classroom ◽  
Content Coverage ◽  
Technology Course

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,

Information Problem-Solving Using the Internet

2011 ◽  
pp. 357-371
Author(s):  
Steven C. Mills
Keyword(s):  
Problem Solving ◽  
Information Technologies ◽  
Information Age ◽  
Literacy Skills ◽  
The Internet ◽  
Learning Approaches ◽  
Student Centered ◽  
Student Centered Learning ◽  
Instructional Methodologies ◽  
Information Problem Solving

Today’s students must think critically and analyze and synthesize information so that they can recognize the technical, social, economic, political, and scientific problems of the information age. This chapter describes how the vast resources of the Internet can supply communication tools and information resources that facilitate the application of a robust set of instructional methodologies in the K-12 classroom to address these skills. The development of information literacy skills in today’s classrooms necessitates instructional approaches that address complex sets of learning objectives and focus on rich, multidisciplinary learning. The author maintains that Internet and information technologies provide tools and resources that enable teachers to create powerful learning environments for educating students for the information age using student-centered learning approaches, interactive communication with peers and experts, and collaborative, problem-solving methodologies.

Medical students' evaluation of physiology learning environments in two Nigerian medical schools

2011 ◽  
Vol 35 (2) ◽  
pp. 146-148 ◽  
Author(s):  
U. S. B. Anyaehie ◽  
E. Nwobodo ◽  
G. Oze ◽  
U. I. Nwagha ◽  
I. Orizu ◽  
...  
Keyword(s):  
Medical Students ◽  
Learning Environments ◽  
Medical Schools ◽  
Student Feedback ◽  
Evidence Based ◽  
Biomedical Knowledge ◽  
Student Centered ◽  
Student Centered Learning ◽  
Student Centred Learning ◽  
Poor Infrastructure

The expansion of biomedical knowledge and the pursuit of more meaningful learning have led to world-wide evidence-based innovative changes in medical education and curricula. The recent emphasis on problem-based learning (PBL) and student-centred learning environments are, however, not being implemented in Nigerian medical schools. Traditional didactic lectures thus predominate, and learning is further constrained by funding gaps, poor infrastructure, and increasing class sizes. We reviewed medical students' perceptions of their exposed learning environment to determine preferences, shortcomings, and prescriptions for improvements. The results confirm declining interest in didactic lectures and practical sessions with preferences for peer-tutored discussion classes, which were considered more interactive and interesting. This study recommends more emphasis on student-centered learning with alternatives to passive lecture formats and repetitive cookbook practical sessions. The institutionalization of student feedback processes in Nigerian medical schools is also highly recommended.

scholarly journals Devices and Platforms Used in Emergency Remote Learning and Teaching During Covid19: A Case of English Major Students in Saudi Arabia

2021 ◽  
Author(s):  
Mishal H. Al Shammari
Keyword(s):  
Gender Differences ◽  
Saudi Arabia ◽  
Online Teaching ◽  
Online Survey ◽  
Learning Approaches ◽  
Student Centered ◽  
Student Centered Learning ◽  
Learning And Teaching ◽  
English Major ◽  
Remote Learning

This study investigates the experiences of English major students at the College of Language and Translation (COLT) in King Saud University, Saudi Arabia, with Emergency Remote Learning and Teaching (ERLT) during the Covid-19 crisis. It focuses on the students’ preferences for devices and platforms, and gender differences influencing their choices. The study is of significance because it considers the student-centered learning approaches. The paper also seeks to answer the question as to the factors that lead students to make their preferences for the online teaching tools and devices. A total of 150 students, both men, and women, participated in the study. An online survey was carried out in the form of questionnaires to elicit their responses. The results showed that laptop computers were the dominant devices students used and preferred. They also revealed that the Zoom platform came first in students’ preferences, followed by Blackboard. Also, the findings showed that although participants used smartphones in their ERL, they did not recommend it, and it came last compared to laptops, tablets, and desktop computers in their order of preference. Gender differences existed in preferences to desktops and tablets in ERL. Another gender difference existed in preferences to platforms. Women students preferred Blackboard to Zoom while men students expressed the opposite.

scholarly journals Student-centered learning in an engineering course with project-integrated laboratory experiment

2020 ◽  
Vol 10 (1) ◽  
pp. 57
Author(s):  
Jennifer Leijon ◽  
Kjell Staffas ◽  
Cecilia Boström ◽  
Hans Bernhoff
Keyword(s):  
Laboratory Experiment ◽  
Student Performance ◽  
Electrical Engineering ◽  
Pass Rate ◽  
Course Development ◽  
Student Centered ◽  
Student Centered Learning ◽  
Advanced Level ◽  
Engineering Problems ◽  
The Individual

In this paper we discuss and present results from the pedagogical development of an advanced-level undergraduate electrical engineering course at Uppsala University, where a new laboratory experiment was implemented. The implementation of the laboratory experiment seemed to result in improved student performance on written tests and a better overall success/pass rate when compared with previous years. The aim of this paper is to describe the course development and its outcome, with a focus on the individual engineering laboratory experiment. We conclude that unique student tasks, connected to realistic engineering problems, may increase the engagement and subject understanding of students.

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