scholarly journals Matching Course Assessment of a First Year Material Science Course to the Blended-Learning Teaching Approach

2020 ◽  
Vol 10 (1) ◽  
pp. 53-59
Author(s):  
Anja Pfennig ◽  
Keyword(s):  
Blended Learning ◽  
Material Science ◽  
Teaching Approach ◽  
First Year ◽  
Course Assessment

scholarly journals Improvement of learning outcome in material science through inverted classroom techniques and alternative course assessment

2017 ◽  
Author(s):  
Anja Pfennig
Keyword(s):  
Study Skills ◽  
Material Science ◽  
Engineering Students ◽  
Work Load ◽  
First Year ◽  
Final Exam ◽  
Inverted Classroom ◽  
Course Assessment ◽  
Classroom Techniques ◽  
High Work Load

Material Science is known to first year mechanical engineering students as one of the fundamental courses with high work load. The knowledge of the complex science of materials enables students to select appropriate engineering materials in different designs due to acquired knowledge on the correlation of materials properties, microstructure and their intended manipulation. These abilities are not well constituted in one final exam. Therefore peer-to-peer lecture film supported inverted classroom szenarios were estabilished to work in the course. These were accompanied by a newly developed moodle course following the blended learning approach that gives students the chance to cumulative accomplish micro-grades via multiple activities, such as tests, lectures, presentations, forum discussions, written homeworks and glossary entries. These grades are summed to obtain the overall course grade. Improved learing outcomes are demonstrated in high quality class discussions and most -important to students- in better grades (average 43/60=B) compared to those being assessed by one final exam only (average 39/69=C+). The majority of students agreed on enhanced study skills when forced to study throughout the entire semester instead of learing intensely towards the end of the semester. This paper introduces the learning structure as well as graded activities, evaluates the course and compares activity results to former class results.

scholarly journals Evaluating computer-based simulations, multimedia and animations that help integrate blended learning with lectures in first year statistics

2011 ◽  
Vol 27 (2) ◽  
Author(s):  
David L. Neumann ◽  
Michelle M. Neumann ◽  
Michelle Hood
Keyword(s):  
Blended Learning ◽  
Student Learning ◽  
First Year ◽  
Negative Attitudes ◽  
Learning Framework ◽  
Integration Of Technology ◽  
Statistics Course ◽  
Real World Applications ◽  
Computer Based ◽  
Enhance Student Learning

<span>The discipline of statistics seems well suited to the integration of technology in a lecture as a means to enhance student learning and engagement. Technology can be used to simulate statistical concepts, create interactive learning exercises, and illustrate real world applications of statistics. The present study aimed to better understand the use of such applications during lectures from the student's perspective. The technology used included multimedia, computer-based simulations, animations, and statistical software. Interviews were conducted on a stratified random sample of 38 students in a first year statistics course. The results showed three global effects on student learning and engagement: showed the practical application of statistics, helped with understanding statistics, and addressed negative attitudes towards statistics. The results are examined from within a blended learning framework and the benefits and drawbacks to the integration of technology during lectures are discussed.</span>

Strategies for Blended Approaches in Teacher Education

2011 ◽  
pp. 39-61 ◽  
Author(s):  
Ruth Geer
Keyword(s):  
Teacher Education ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Computer Mediated Communication ◽  
Warning Signs ◽  
First Year ◽  
Mediated Communication ◽  
Study Approach ◽  
Computer Mediated ◽  
First Year Teacher

This chapter describes an investigation of strategies for fostering higher order cognition in a blended learning environment. The exploration, which utilised a qualitative case study approach, highlights the critical nature of effective instructional design. The study extends the educator’s understanding of the complexities of online and blended learning environments through an analysis of the discourse of computer-mediated communication in a first year teacher education course. The investigation resulted in the development of a pedagogical framework which outlines the relationship between pedagogies, technologies and their related learning outcomes. Critical indicators, which are potentially important as strategies and early warning signs of “students at risk”, become evident in the analysis. This research had led to notions of imprinting and cognitive tracks which can be used to inform strategies for teaching and learning using a blended approach.

Cybernetic Model by Blended Learning Using Technological Applications About Mathematics in Higher Education

2020 ◽  
pp. 40-63
Author(s):  
Samuel Olmos Peña ◽  
Magally Martinez-Reyes ◽  
Anabelem Soberanes-Martín
Keyword(s):  
Blended Learning ◽  
Information And Communication Technologies ◽  
Mathematics Learning ◽  
First Year ◽  
Cybernetic Model ◽  
First Year Students ◽  
Before And After ◽  
Information And Communication ◽  
Education Of Students ◽  
The University

Traditional teaching has been changing with the development of information and communication technologies (ICTs). Blended learning is a new approach that enriches the education of students in order to improve their performance in their different subjects. Mathematics learning is a subject matter that is particularly difficult for students. The present chapter targets the application of a cybernetic model for blended learning in the teaching of mathematics, that is, the elements of communication and control are incorporated into this learning paradigm. It applies to first-year students of mathematics at the university level in the area of engineering. The results show an improvement in tests applied to students before and after the inclusion of activities with technological applications.

scholarly journals Getting back on track at Twilight

2018 ◽  
Vol 100 (1) ◽  
pp. 29-32
Author(s):  
Elise M. Tobin ◽  
Sean Colley
Keyword(s):  
High School ◽  
Blended Learning ◽  
After School ◽  
First Year ◽  
Instructional Techniques ◽  
Freshman Year ◽  
First Semester

The Twilight School at Danbury High School in Connecticut helps students who are in danger of failing their freshman year to get back on track. In its first year, the program offered special credit-bearing after-school courses in biology and English to students who failed those classes in their first semester. The smaller class sizes and informal atmosphere engaged the students and enabled the DHS educators who taught these courses to experiment with new-to-them instructional techniques, such as blended learning, some of which were later rolled out schoolwide. Of the 75 students who completed the course, 64 earned credits that helped them advance to their sophomore year.

Effectiveness of blended learning in radiological anatomy for first year undergraduate medical students

2020 ◽  
Author(s):  
Chitra Nagaraj ◽  
Shyamala Bhadravathi Yadurappa ◽  
Lakshmi Trikkur Anantharaman ◽  
Yogitha Ravindranath ◽  
Nachiket Shankar
Keyword(s):  
Medical Students ◽  
Blended Learning ◽  
First Year ◽  
Undergraduate Medical Students ◽  
Radiological Anatomy

scholarly journals USING PINE WOOD DERBY CARS TO INTRODUCE MECHANICAL ENGINEERING TO STUDENTS IN A FIRST YEAR GENERAL ENGINEERING DESIGN COURSE

2011 ◽  
Author(s):  
David Torvi
Keyword(s):  
Engineering Design ◽  
Material Science ◽  
Mechanical Engineering ◽  
First Year ◽  
Engineering Drawing ◽  
Pine Wood ◽  
Report Writing

In order to introduce students to mechanical engineering, a first year design laboratory was developed based on pine wood derbies that are run in various children’s organizations. In these races, children and their parents design and build a car using a kit consisting of a pine block, metal axles and plastic wheels. This design exercise introduces students to several aspects of mechanical engineering, including manufacturing, aerodynamics, and material science. It also builds on courses that cover engineering drawing and report writing.

scholarly journals Online lecture recordings and lecture attendance: Investigating student preferences in a large first year psychology course

2016 ◽  
Vol 9 (1) ◽  
pp. 55 ◽  
Author(s):  
Alexandra Yeung ◽  
Sadhana Raju ◽  
Manjula D. Sharma
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Psychology Students ◽  
First Year ◽  
Intention To Use ◽  
Learning Resources ◽  
Student Preferences ◽  
Lecture Recordings ◽  
Online Lecture ◽  
Psychology Course

<p>While blended learning has been around for sometime, the interplay between lecture recordings, lecture attendance and grades needs further examination particularly for large cohorts of over 1000 students in 500 seat lecture theatres.  This paper reports on such an investigation with a cohort of 1450 first year psychology students’ who indicated whether they frequently attended lectures or not. The division helped ascertain differences and similarities in preferences for utilising online recordings.  Overall, non-frequent attendees were more likely not to use lecture recordings (48.1%) to make up a missed lecture than frequent attendees (34.3%). Surprisingly, in the last week of semester, 29% of students reported not yet accessing lecture recordings. Students had the intention to use lecture recordings as they envisaged these to be helpful for learning and commented that they would be adversely affected if recordings were not available. In fact, students are passionate about lecture recordings. Analytics show that after lecture 7, each lecture recording attracted 600 or less unique visits (hits) supporting the finding that most students make strategic use of learning resources available within the blended learning environment.</p>

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