scholarly journals Using Integrated Course Design for Flipped Classroom to Promote Active Learning of Lean Six Sigma for Supply Chains

2021 ◽  
Vol 8 (1) ◽  
pp. 36-50
Author(s):  
Huay Ling Tay
Keyword(s):  
Active Learning ◽  
Supply Chains ◽  
Six Sigma ◽  
Flipped Classroom ◽  
Course Design ◽  
Lean Six Sigma ◽  
Learning Activities ◽  
Learning Goals ◽  
Learning Space ◽  
Integrated Course Design

This paper showcases an educational experience for a course titled - “Lean Six Sigma for Supply Chains” taught at university level, where an integrated course design to engage students in a flipped classroom method is used. The course design incorporates a synergy between Fink’s integrated course design model, experiential learning activities and formative assessments. The primary aim is to engage students in active learning of the course content. Therefore, all learning activities are designed according to the course learning goals, curricular and assessment requirements, prior knowledge of the students, and learning modes that are available to the students. These aspects allow educators to determine what is to be discussed in the classroom and how to facilitate active learning in-class and out-of-class. The course also leverages on the online learning space to develop both asynchronous and synchronous learning activities in order to engage student in their learning. To achieve the course learning goals, students are stimulated to participate in these learning activities and self-directed learning, in order to gain discipline specific knowledge and skills. This paper provides practical advice for course designers and programme leaders on how they can adopt an integrated course design approach in designing instructional activities for a flipped classroom setting to enhance student engagement and learning.

Comparing the Efficacy of Flipped vs. Alternative Active Learning in a College Genetics Course

2016 ◽  
Vol 78 (6) ◽  
pp. 471-479 ◽  
Author(s):  
Thomas A. Mennella
Keyword(s):  
Active Learning ◽  
Student Satisfaction ◽  
Flipped Classroom ◽  
Additional Benefit ◽  
Learning Goals ◽  
Flipped Learning ◽  
Pedagogical Approach ◽  
Content Mastery ◽  
Class Time ◽  
Initial Instruction

Active learning is known to be a key component of student engagement and content mastery. Flipped learning is a pedagogical approach that moves passive, initial instruction out of the classroom (usually as recorded videos) and reserves class time for active-learning exercises that fortify learning. Reports have demonstrated the success of flipped learning, but it is unclear whether that success is due to students watching videos at home (i.e., the “flipped” structure of the flipped classroom) or to the active learning that takes place in class. I sought to answer that question by comparing two sections of sophomore-level college genetics. One section was flipped and the other taught traditionally, but with extensive active learning included as homework. Student satisfaction, performance on quizzes and exams, and overall achievement of course learning goals were compared. Interestingly, after taking into account the diversity of academic strength in both sections, there was no difference between the sections for any of the measured parameters. Although flipped learning may offer no additional benefit over other forms of active learning, it is far easier and more efficient to embed and integrate active learning into a flipped classroom.

scholarly journals LEAN SIX SIGMA PHILOSOPHY IMPROVES COLLABORATION TO GET MORE INTEGRATED SUPPLY CHAINS

2020 ◽  
Vol 12 (3) ◽  
pp. 153
Author(s):  
Yinef Pardillo Baez ◽  
Roy Andersson ◽  
Eduardo Bridi ◽  
Edson Pacheco Paladini
Keyword(s):  
Supply Chains ◽  
Six Sigma ◽  
Lean Six Sigma

O objetivo deste estudo de caso é investigar se uma filosofia combinada de Lean e Six Sigma pode ajudar a melhorar a colaboração para obter cadeias de suprimentos mais integradas. O método utilizado foi a revisão de literatura, estudo de caso múltiplo, entrevistas presenciais e observações no local em sete grandes empresas suecas. Foi indicado que, ao implementar a filosofia Lean Six Sigma, as empresas poderiam melhorar o ambiente de negócios e a colaboração para obter cadeias de suprimentos integradas. O documento fornece orientação às organizações sobre a aplicabilidade e propriedades das filosofias e conceitos de qualidade em logística.

Improving Supply Chain Delivery Performance Using Lean Six Sigma

2017 ◽  
pp. 958-980
Author(s):  
Alfred L. Guiffrida ◽  
Kelly O. Weeks ◽  
Lihua Chen
Keyword(s):  
Supply Chain ◽  
Supply Chains ◽  
Six Sigma ◽  
Lean Six Sigma ◽  
Performance Model ◽  
Delivery Performance ◽  
Make To Order ◽  
Make To Stock ◽  
Delivery Models ◽  
Static Point

Models for evaluating and improving delivery performance play an important role in the management of supply chains. A review of supply chain delivery models that use Six Sigma methodologies indicate that the models are limited to only make-to-order supply chains where improvement in delivery performance occurs at a fixed (static) point in time. In this chapter, the authors present a generalized delivery performance model that overcomes these limitations. The model presented here can be used to measure delivery performance in both make-to-order and make-to-stock supply chains and supports improvement in delivery performance over a planned time horizon with definable milestones for attaining targeted levels of improvement. Numerical illustrations of the model are presented.

Fusing a reversed and informal learning scheme and space: student perceptions of active learning in physical chemistry

2018 ◽  
Vol 19 (2) ◽  
pp. 520-532 ◽  
Author(s):  
Julie Donnelly ◽  
Florencio E. Hernández
Keyword(s):  
Physical Chemistry ◽  
Active Learning ◽  
Cooperative Learning ◽  
Student Perceptions ◽  
Learning Strategies ◽  
Flipped Classroom ◽  
Phenomenological Study ◽  
Student Experiences ◽  
Learning Space ◽  
Active Learning Strategies

Physical chemistry students often have negative perceptions and low expectations for success in physical chemistry, attitudes that likely affect their performance in the course. Despite the results of several studies indicating increased positive perception of physical chemistry when active learning strategies are used, a recent survey of faculty in the U.S. revealed the continued prevalence of instructor-centered approaches in physical chemistry. In order to reveal a deeper understanding of student experiences in an active learning physical chemistry course, we present a phenomenological study of students’ perceptions of physical chemistry when the course is completely redesigned using active learning strategies. Using the flipped classroom, an active learning space, cooperative learning, and alternative assessments, we emphasized fundamental concepts and encouraged students to take responsibility for their learning. Based on open-ended surveys and interviews with students, we found that students struggled with the transition, but had some significant positive perceptions of the approach. This is in agreement with previous studies of physical chemistry courses in which cooperative learning was the focus. As part of a larger study of the effectiveness of this course redesign, we show how students perceive the effectiveness of these strategies and how they react to them. In addition, we discuss the implications of these findings for the active learning physical chemistry classroom.

scholarly journals Evaluating an Integrated Course Design Tool for Engineering Graduate Attributes Assessment

2017 ◽  
Author(s):  
R.W. Brennan ◽  
R. Hugo ◽  
S. Li ◽  
M. Taboun
Keyword(s):  
Learning Outcomes ◽  
Course Design ◽  
Software Tool ◽  
Design Tool ◽  
Learning Activities ◽  
Continual Improvement ◽  
Graduate Attributes ◽  
Course Planning ◽  
Integrated Course Design ◽  
Wide Usage

The research reported in this paper isconcerned with developing a software tool (the IntegratedCourse Design Tool) based on the principle ofconstructive alignment. This tool is intended to assistinstructors with course planning by linking togethercourse learning outcomes, teaching & learning activities,and assessments. The rationale is to report on studentachievement in the context of the Engineers CanadaAccreditation Board’s graduate attributes and use thisinformation for continual improvement. Our experiencewith the ICDT has shown it to be a simple, intuitive toolfor course-based graduate attributes assessment andcontinual improvement; however, further work is requiredto extend the tool for program-wide usage.

The Six Sigma framework improves the awareness and management of supply-chain risk

2020 ◽  
Vol 32 (5) ◽  
pp. 1021-1037
Author(s):  
Roy Andersson ◽  
Yinef Pardillo-Baez
Keyword(s):  
Risk Management ◽  
Supply Chain ◽  
Supply Chains ◽  
Six Sigma ◽  
Lean Six Sigma ◽  
Supply Chain Risk ◽  
Holistic View ◽  
Content Type ◽  
Management Culture ◽  
Training Structure

PurposeModern supply chains are at risk as a result of increasing disturbance. The use of Lean and Six Sigma’'s values, methods and tools can be one option to analyze, prevent and mitigate risks. The purpose of this study is to investigate whether a combined Lean Six Sigma philosophy can support the awareness and management of supply-chain risk.Design/methodology/approachThe methodology followed in the study is based on a literature review and multiple case study, performed by means of qualitative methods of data collection, such as observations on-site, face-to-face interviews and document analysis. Case selection includes the results of research conducted in seven large Swedish companies.FindingsIt has been indicated that Lean and Six Sigma values, methods and tools can be very effective in companies’ efforts to control the supply-chain risks and that they improve the companies’ ability to handle variability and risk management. Lean Six Sigma supports a risk-management culture in the focal companies, but they must involve customers and companies in the supply chain if they wish to create a risk-management culture in the entire supply chain. In order to do this, they can use the Six Sigma training structure, but they need to include more risk tools and methods developed for the supply chain management. It has also been indicated in the literature that if more people involve in 6S projects, the financial results will be better, and the innovation of processes will increase.Research limitations/implicationsThese include suggestions for how the companies can use the Six sigma training structure to collaborate in the supply chain.Practical implicationsThis study gives practical suggestions for how the companies in supply chain can collaborate and use the Six Sigma training structure for creating a more holistic view of supply chain, which also decrease risks in supply chain.Originality/valueThis study indicates that Lean Six Sigma supports risk awareness and management in the focal companies of the supply chains, which improves companies’ ability to handle variability and risk management. It has also been demonstrated that the companies should use the Six Sigma framework, especially training, as a foundation, and they should create common projects for better collaboration in the supply chain, which will decrease the risks in the entire supply chain.

scholarly journals Effectiveness of Flip Teaching Strategy on Academic Achievement of Student Teachers

2016 ◽  
Vol 3 (4) ◽  
Author(s):  
Himanshu Tripathi
Keyword(s):  
Academic Achievement ◽  
Active Learning ◽  
Student Teachers ◽  
Flipped Classroom ◽  
Course Design ◽  
Teaching Strategy ◽  
Hybrid Course ◽  
Teaching Economics ◽  
Hybrid Course Design ◽  
Experimental Group

The concept of Flipped classroom is based on the concept of active learning, student engagement, hybrid course design and course podcasting. The classroom becomes a workshop where interaction among Educator and students takes place. Since effectively flipping a classroom brings many benefits, it will provide opportunities to B.Ed student teachers to learn at their own pace easily. In this study, B.Ed student teachers from two different teacher training institutes were randomly selected (22 from each having Economics as their optional teaching subject). In an institute, 11 students out of 22 were randomly assigned as the control and rest as the experimental group. So, 22 students were in the control and the experimental group combining both the institutes. The result in this strategy seems to be effective in teaching Economics by student teachers, without any monetary burden in creating active learning environment in the classroom.

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