scholarly journals The Effectiveness of Peer-to-Peer Lecture Films in Inverted Classroom Teaching Scenarios

2020 ◽  
Vol 10 (3) ◽  
pp. 229-234
Author(s):  
Anja Pfennig ◽  
Keyword(s):  
Flipped Classroom ◽  
Engineering Students ◽  
Teaching Method ◽  
Learning Experience ◽  
Work Load ◽  
Theoretical Background ◽  
Peer To Peer ◽  
Video Production ◽  
First Year ◽  
Inverted Classroom

At HTW Berlin, Germany first year mechanical engineering students are taught material science as one of the fundamental courses with high work load in a blended learning environment with flipped classroom elements. Therefore peer-to-peer lecture films were established as source of theoretical background knowledge provided for self-study periods. Because the teaching method “inverted classroom” and class results directly relate to the quality of the video material one of the columns of lecture video production is the involvement of students in the lecture film production. First year students directly benefit from their fellow student learning experience, needs and perspective on teaching material. From the lecturers perspective students were generally more active and better prepared during class resulting in better grades. Practice examples introduce and evaluate both, the teaching method and videos.

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 Successfully planning and implementing peer-to-peer lecture films – “Making it work”

2018 ◽  
Author(s):  
Anja Pfennig
Keyword(s):  
Teaching Method ◽  
Peer To Peer ◽  
First Year ◽  
Carbon Phase ◽  
Final Exam ◽  
First Year Students ◽  
Inverted Classroom ◽  
Contact Hours ◽  
General Phase ◽  
Lecture Videos

Since summer 2015 lecture videos are implemented in “inverted classroom” teaching scenarios to teach material science to first year students studying mechanical and automotive engineering at HTW Berlin. Lecture videos so far cover subjects such as material testing, corrosion, composites, defects in crystals, hardening mechanisms and materials families. These videos were initially inspired by students. Each semester a set of lecture videos is conducted during a one term semester project supervised by lecturers and film experts (peer-to-peer approach). The peer-to-peer approach is an important aspect because students` needs and their perspective on teaching material is directly included in the videos. Recordings of lectures were also successfully implemented teaching general phase diagrams and the iron-carbon-phase diagram. Both, lecture films and recordings of lectures were used to study themes after class, prepare for classes (inverted classroom scenarios) and the final exam. Students are familiar with videos as learning source, enjoyed to work independently and not only according to contact hours and were generally more active and better prepared during class resulting in better grades. The teaching method “inverted classroom” and class results directly relate to the quality of the video material. Practice examples introduce the teaching method and evaluation of both, videos and teaching method.

CAD Platform Independent Software for Automatic Grading of Technical Drawings

2017 ◽  
Author(s):  
Sanchit Ingale ◽  
Anirudh Srinivasan ◽  
Diana Bairaktarova
Keyword(s):  
Engineering Students ◽  
Spatial Reasoning ◽  
Learning Experience ◽  
Spatial Visualization ◽  
First Year ◽  
Spatial Skills ◽  
First Year Students ◽  
Pedagogical Tool ◽  
Students Success ◽  
Mechanical Objects

Spatial visualization is the ability of an individual to imagine an object mentally and understand its spatial orientation. There have been multiple works proving that spatial visualization skills can be improved with an appropriate training. Such training warrant a critical place in the undergraduate engineering curricula in many engineering schools as spatial skills are considered vital for students’ success in the technical and design fields [1–4]. Enhanced spatial skills help not only professionals in the engineering field but also everyone in the 21st century environment. Drawing sectional views requires mental manipulation and visual thinking. To enhance students spatial reasoning, one of the authors of this study, conducted a class in spatial visualization. The course-learning goal aimed at improving first-year engineering students’ spatial reasoning through instruction on freehand drawings of sectional view. During the semester, two teaching assistants had to grade more than 500 assignments that consisted of sectional views of mechanical objects. This was a tedious and a time consuming task. Motivated by this experience, this paper proposes a software aiming at automating grading of students’ sectional view drawings. The proposed software will also give live feedback to students while they are working on the drawings. This interactive tool aims to 1) improve the learning experience of first year students, with limited CAD knowledge, and 2) introduce a pedagogical tool that can enhance spatial visualization training.

scholarly journals INTRODUCTING A NEW ENGINEERING COURSE: A LEARNING EXPERIENCE FOR STUDENTS AND FACULTY

2011 ◽  
Author(s):  
Peter Dare ◽  
Brian Cooke
Keyword(s):  
Engineering Students ◽  
Task Force ◽  
Learning Experience ◽  
First Year ◽  
Design Element ◽  
Design Project ◽  
Different Types ◽  
Second Year ◽  
The University ◽  
First Time

A Task Force was created by the Faculty of Engineering at the University of New Brunswick in September 2004 charged with creating a new course for all first year engineering students to be delivered for the first time in September 2005. The course, to be taken by approximately 270 students, was to integrate material from other first year courses, introduce the students to working in teams, contain a substantial design element through a design project, and introduce communication skills. Nine professors from throughout engineering “volunteered” to help develop and deliver the course. In this paper we own up to what we did wrong during the first two years of delivery of this course, and (naturally!) counter this by celebrating our successes. Students are assessed based on a combination of individual and team submissions, with some submissions being oral and others written. This paper will outline the complex assessment scheme we initially used, and how we later simplified it. Rubrics were used to evaluate many of the course assignments. For most of the instructors, this was the first time they had used rubrics and so it was a learning experience to both develop and apply them. We show how we adapted their use in the second year of delivery after the experiences of the first year. We were pleased with the way that the assessments were mostly built around the design project – this helped the students grasp why clear communication is vital and enabled them to obtain continual feedback on the project. We were also delighted that an element of social responsibility was introduced into the course by making the project an international “Engineers Without Borders” project based in Africa. We believe this added an additional dimension to the course and especially the project. The professor-delivered skits were especially popular! Delivered by two wannabe actors, they introduced the students in a humorous manner to the different types of engineering that are taught at UNB. Engineering students at UNB have to commit to their specific engineering field from their first day at UNB, so these skits were included to ensure the students were exposed to all the UNB engineering disciplines. We conclude the paper with our plans for delivery of the course in September 2007 and beyond.

scholarly journals Comparison of Flipped classroom to traditional classroom lecture in Pharmacology among second year Dental Students

2021 ◽  
Vol 9 (1) ◽  
pp. 31-36
Author(s):  
Vibha Rani
Keyword(s):  
Antiepileptic Drugs ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Learning Experience ◽  
Dental Students ◽  
Traditional Classroom ◽  
Group A ◽  
Second Year ◽  
Power Point ◽  
Group B

Flipped classroom is a teaching method where the students are involved in pre class preparations like watching related videos of lectures, reading relevant books and class time is utilized for clarifying doubts, discussion, class activity and problem solving Objectives: To compare traditional classroom lecture with Flipped classroom and to study the effectiveness and acceptability of the Flipped classroom approach in teaching Pharmacology. Methods: Second year dental students were divided into two groups-A and B of 37 each. Group A students, were given videos and voice over power point through Google group and What’s app group on Antiepileptic drugs and after two weeks they were exposed to Flipped class using think pair and share class activity while group B students were given traditional lecture class on antiepileptic drugs. Both groups knowledge was compared using a post test questionnaire and group A students perception on flipped class was assessed using a three point Likert’s questionnaire. Mean score between the two groups was compared using Man Whitney U test and p < 0.005 was considered as statistically significant. Results: 86% students preferred flipped class over conventional class and 95% liked think pair and share activity as it guided them in deeper understanding of the subject. Mean score was better among students involved in flipped class when compared to lecture class. Conclusion: Dental students had a good learning experience with the Flipped classroom method as it allowed them to learn at their pace and also guided them to apply learned information accurately

scholarly journals Meeting diversity during the covid-19 pandemic in a fully online learning environment

2021 ◽  
Author(s):  
Anja Pfennig
Keyword(s):  
Online Teaching ◽  
Engineering Students ◽  
Content Management ◽  
Online Course ◽  
First Year ◽  
Full Time ◽  
Course Structure ◽  
Inverted Classroom ◽  
Language Difficulties ◽  
Dual Careers

Diversity among engineering students is growing more and more acknowledgeable in higher education – especially in first year classes where in applied universities students from many backgrounds form new classes. Differences in education (high school, job training, dual careers, etc.) are as common as various social aspects (family duties, etc.) that delay full time studying. This challenges students as well as lecturers especially in the covid-19 pandemic of 2020/2021. A standard based portfolio grading enables students to participate and place different skills in their cumulative assessment. The online course structure using Moodle as content management system (CMS) is based on inverted classroom teaching scenarios. These are supported by peer-to-peer lecture films and micro-lectures along with various online teaching materials and online meeting sessions. The portfolio cumulatively grades lectures, presentations, forum discussions, written homework and glossary entries. Although benefits of present classes are obvious the course results improved over previous semester especially for students with language difficulties. This paper reflects on the possibility to meet diversity in the covid-19 pandemic and enable first year mechanical engineering students to grow more homogeneous regarding scholarly work.

Vendikennsla bætir árangur nemenda á lokaprófi í fyrsta árs verkfræðinámskeiði

2019 ◽  
Vol 25 ◽  
pp. 21-37
Author(s):  
Guðmundur V. Oddsson ◽  
Rúnar Unnþórsson
Keyword(s):  
Student Satisfaction ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Teaching Evaluation ◽  
First Year ◽  
Traditional Teaching ◽  
Final Exam

The aim of this study was to evaluate what is needed to improve students' understanding of the material taught in a first-year engineering course. Two flipped classroom methods were compared to traditional teaching method – based on lectures. The comparison was based on the students' achievements in the written final exam and student satisfaction with the course based on the annual teaching evaluation. The flipped classroom took place in 2015 and 2016, and the results were compared with a baseline for 10-year traditional teaching set in another study.

scholarly journals Experiential Learning for First Year Engineering through Outreach with a Local Community Hospital

2013 ◽  
Author(s):  
Abbey Desjarlais ◽  
Robert V. Fleisig
Keyword(s):  
Experiential Learning ◽  
Engineering Students ◽  
Local Community ◽  
Learning Experience ◽  
Community Outreach ◽  
Occupational Therapists ◽  
First Year ◽  
Practice Experience ◽  
Industry Professionals ◽  
Mcmaster University

The lecture is the staple of university learning. It can be effective in the teaching of fundamental engineering subjects such as calculus and physics. However, it offers little in bringing students to understand the role of the engineering profession and its practice. With limited budgets, time and resources, and large first year classes, creating a poignant learning experience for our students is immensely challenging. Yet the university classroom offers an unparalleled opportunity given its diverse pool of talent, skill, and ambition. With guidance our students have the ability to not only meet our high academic expectations but also make a real difference for people in their local communities. At McMaster University, our entire first year engineering cohort is contributing to their local community through interactions with medical professionals and their clients. With an increased emphasis on design, experiential learning, and community outreach we at McMaster University have developed a unique first year course that involves the design of rehabilitation devices in collaboration with occupational therapists, researchers, industry professionals, and local volunteers. The project provides students with a rich and real-world practice experience as well as benefiting those clients with unique problems. This paper describes the successful collaboration between the Hand Therapy Clinic at Hamilton General Hospital and the Engineering 1 programme at McMaster University. The occupational therapists at the clinic presented 800+ first year engineering students with a challenge: design a dynamic elbow orthosis for the unique problems faced by two of their clients. Volunteers from the local community of occupational therapists, industry professionals, and biomedical researchers worked with the students to help them design, build, and test their designs. The paper highlights the challenges of teaching the large class using experiential learning and outlines the approaches for challenging students with unique problems that demand creativity.

scholarly journals Enhancing The First Year Learning Experience For Biosystems Engineering Students At University College Dublin

2020 ◽  
Author(s):  
Thomas Curran ◽  
Colleen Doyle ◽  
Enda Cummins ◽  
Kevin McDonnell ◽  
Nicholas Holden
Keyword(s):  
Engineering Students ◽  
Learning Experience ◽  
First Year ◽  
University College
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