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Autor/inn/en | Alcaraz, Raul; Martinez-Rodrigo, Arturo; Zangroniz, Roberto; Rieta, Jose Joaquin |
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Titel | Blending Inverted Lectures and Laboratory Experiments to Improve Learning in an Introductory Course in Digital Systems |
Quelle | In: IEEE Transactions on Education, 63 (2020) 3, S.144-154 (11 Seiten)Infoseite zur Zeitschrift
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Zusatzinformation | ORCID (Alcaraz, Raul) ORCID (Martinez-Rodrigo, Arturo) ORCID (Zangroniz, Roberto) ORCID (Rieta, Jose Joaquin) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0018-9359 |
DOI | 10.1109/TE.2019.2954393 |
Schlagwörter | Blended Learning; Flipped Classroom; Teaching Methods; Comparative Analysis; Educational Benefits; Introductory Courses; Information Systems; Engineering Education; Lecture Method; Attendance; Grades (Scholastic); Student Attitudes; Faculty Workload; Undergraduate Students; Learning Processes; Course Descriptions; Active Learning; Telecommunications; Grading; Foreign Countries; Information Science Education; Spain Flipped classrooms; Flip teaching; Inverted teaching; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsertrag; Einführungskurs; Ingenieurausbildung; Anwesenheit; Notenspiegel; Schülerverhalten; Learning process; Lernprozess; Kursstrukturplan; Aktives Lernen; Telekommunikationstechnik; Notengebung; Schulnote; Ausland; Informationstechnologische Bildung; Spanien |
Abstract | Contribution: An improved inverted lecturing (IIL) framework based on blending flipped lectures and hands-on experiments provides instructional benefits, compared to traditional teaching (TT) and inverted lecturing (IL), in an introductory course in digital systems. Background: IL has proven more effective than TT in improving student learning in engineering courses, but has mostly been used for theory sessions. The impact of combining inverted lectures and hands-on experiments on student learning has not still been thoroughly assessed in engineering courses. Intended Outcomes: Attendance, marks, and satisfaction should improve for students in IL-based theory lectures, compared with those receiving TT, and should improve still further for students receiving the IIL-based method. Workload both for student and instructor should not increase significantly. Application Design: The three methods were compared in six consecutive offerings of the course. In the first two, TT was used for both theory and laboratory classes; in the next two, IL was used for theory lectures; and in the final two offerings the IIL-based scheme was used. The instructor, intended learning outcomes (ILOs), course syllabus, and student grading scheme were constant over the six semesters. A total of 184 students with similar backgrounds participated. Findings: Students under the IL- and IIL-based frameworks were more engaged than those receiving TT, and were more satisfied with their learning process. The IIL-based learners achieved the deepest conceptual understanding. Finally, the IL- and IIL-based methods did not significantly increase workload for either the students or the instructor. (As Provided). |
Anmerkungen | Institute of Electrical and Electronics Engineers, Inc. 445 Hoes Lane, Piscataway, NJ 08854. Tel: 732-981-0060; Web site: http://ieeexplore.ieee.org/xpl/RecentIssue.jsp?punumber=13 |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |