scholarly journals How flipped classroom teaching methods in first year studying succeed

2021 ◽  
Author(s):  
Anja Pfennig
Keyword(s):  
Teaching Methods ◽  
Flipped Classroom ◽  
Engineering Students ◽  
Learning Outcome ◽  
The Self ◽  
Peer Instruction ◽  
Classroom Teaching ◽  
First Year ◽  
Self Study ◽  
Hands On

Flipping the classroom is a method to let students study the science on their own and then take time to discuss their questions and do extended hands-on lectures or exercises in class – or in the case of the covid-19 pandemic during plenary online sessions. First year mechanical engineering students use different teaching materials (mainly lecture videos, lightboard videos and micro-module lectures) to study from a distance and comprehend the principle underlying science in theory. Then the online plenary lectures offer the opportunity to apply their knowledge and transfer different scientific aspects of the course to get the bigger picture. Exercises, worked solutions, self-assessed tests and peer-instruction during present time help students to check on their learning progress. However, the self-study periods and (online) plenary sessions need to be guided carefully. To meet the course learning outcome and overcome the diversity of a first year class various practical leads have to be fulfilled to turn flipped classroom teaching into success.

Factors Influencing the Self-Efficacy Beliefs of First-Year Engineering Students

2006 ◽  
Vol 95 (1) ◽  
pp. 39-47 ◽  
Author(s):  
Mica A. Hutchison ◽  
Deborah K. Follman ◽  
Melissa Sumpter ◽  
George M. Bodner
Keyword(s):  
Self Efficacy ◽  
Engineering Students ◽  
Efficacy Beliefs ◽  
The Self ◽  
First Year ◽  
Factors Influencing

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 Integrative Activities for First Year Engineering Students-Fuel Cell Cars as a Linking Project Between Chemistry, Mechatronics Concepts and Programing

2015 ◽  
Author(s):  
Carol Hulls ◽  
Chris Rennick ◽  
Mary Robinson ◽  
William Melek ◽  
Sanjeev Bedi
Keyword(s):  
Fuel Cell ◽  
Engineering Students ◽  
Low Voltage ◽  
First Year ◽  
Joint Project ◽  
Graduate Attributes ◽  
Hands On ◽  
Team Environment ◽  
Hands On Learning ◽  
The University

In Mechatronics Engineering at the University of Waterloo, a joint project involving small, inexpensive fuel cells cars was introduced to show how courses in the first term relate to one another. Additionally, the project was designed to provide the students with hands on learning, to give the students a taste of what to expect in later years, and to start incorporating many of the CEAB's graduate attributes at an introductory level. The fuel cell car consists of two low-voltage cells, a low power microcontroller and several sensors mounted on a motorised platform. Students employed concepts from chemistry, programming and mechatronics systems throughout the project, submitting reports at key milestones. during the projet, students needed to make decision in a team environment on which strageties to implement to meet the goals of the project. The project culminated in a final competition and report. Students were surveyed at the start, and end, and the term to measure any changes in attitude with regards to the courses as well as their satisfaction with the project. The project was well recieved by students but significant challenges remain to be solved.

A LONGITUDINAL STUDY ON THE USE OF PEER INSTRUCTION WITH CLICKERS TO TEACH INFORMATION MANAGEMENT

Mousaion ◽  
2017 ◽  
Vol 34 (3) ◽  
pp. 89-103
Author(s):  
Paul A. Laughton
Keyword(s):  
Information Management ◽  
Teaching Methods ◽  
Test Scores ◽  
Quantitative Data ◽  
Teaching Method ◽  
Peer Instruction ◽  
First Year ◽  
Face To Face ◽  
The Subject ◽  
The University

The objective of this research was to determine whether students would benefit from the incorporation of a teaching method known as peer instruction with clickers in first year information management classes at the University of Johannesburg, South Africa. Quantitative data was collected from selected classes over a period of two years. An attempt was made to confirm whether the benefits from using peer instruction with clickers recorded in previous studies were applicable to the subject of information management. Half of the selected classes used peer instruction as a teaching method, while the remaining half used a conventional face-to-face, one-to-many teaching method. Clickers were used to collect data from all classes, enabling a comparison of the two teaching methods. The different teaching methods applied revealed varying responses from the students, which also revealed different results in their class test scores. This quantitative data may potentially prove some benefits of using peer instruction with clickers to teach information management.Keywords: clickers, information management, peer instruction

scholarly journals Teaching electronics to first-year non-electrical engineering students

2017 ◽  
Vol 54 (2) ◽  
pp. 178-186 ◽  
Author(s):  
Naim Dahnoun
Keyword(s):  
Learning Outcomes ◽  
Teaching Methods ◽  
Laboratory Experiments ◽  
Engineering Students ◽  
Course Delivery ◽  
Aerospace Engineering ◽  
First Year ◽  
Engineering Mathematics ◽  
University Of Bristol ◽  
The University

Teaching electronics is not only for electrical and electronics students but also for mechanical, aerospace, engineering design, civil and engineering mathematics programmes, which are likely to have electronics units as part of their curriculum. To teach electronics for these non-electronic programmes is very challenging in many aspects. First, the electronics unit has to satisfy the learning outcomes for each programme. Second, the student’s motivation is normally very low since electronics is not the career the students would like to pursue. Third, the timetabling can be an issue when a large number of students are enrolled; for instance, at the University of Bristol, over 340 students are registered for the electronics unit. Due to this large number and the capacity of the electrical laboratory, students will have laboratory experiments timetabled in different weeks and some may have laboratory experiments before the lectures are covered. Finally, a method of assessing this large number of students has to be put into place. In this paper, the content of the unit including the laboratory experiments, the methods of course delivery and the assessment methods are justified. Also, since students learn differently and have a variety of motivations, a combination of teaching methods has to be found to satisfy more students and improve the learning outcomes.

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