Learning outside the classroom - Flipping an Undergraduate Circuits Analysis Course
Learning outside the classroom - Flipping an Undergraduate Circuits Analysis Course
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课堂外学习——翻转本科电路分析课程
DOI：
10.18260/1-2--19868
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发表时间：
2013
影响因子：
3.2
通讯作者：
H. Kimmel
中科院分区：
文献类型：
--
作者：
R. Rockland;L. Hirsch;Levelle E. Burr;J. Carpinelli;H. Kimmel
虽然技术在教育中的使用有所增加，但大部分技术（例如 PowerPoint、SmartBoards 和互联网的使用）都用于相同的教学方法，即在课堂上讲课，然后在课堂外做作业。虽然学生通过主动学习的参与已被证明可以增强学习，但教师面临的挑战之一是如何在尝试涵盖足够材料的同时纳入这些主动学习方法。在过去的几年里，技术的使用开辟了另一种教学策略，称为翻转课堂。在这一策略中，学生对自己的学习承担更大的责任，通常由教授在课堂上讲授的讲座现在可以在网上进行。因此，课堂时间可以用来让学生参与解决问题的活动，而教授则更像是学习的促进者而不是讲师。在为期四年的电气和计算机工程技术课程中，初级电路课程的一个部分被转换为翻转课程，作为这一概念的贝塔测试。过去几年，作者在课程中的讲座被转换成更小的学习对象，形成了不到10分钟的视频。在许多情况下，一堂课可能由 3-4 个这样的视频组成。这些视频是使用 Camtasia Relay 创建的，并以结构化序列上传到课程管理系统网页（使用 Moodle）。虽然其中许多视频是根据作者之前开发的 PowerPoint 幻灯片创建的，但其他许多视频是使用名为 PAPERSHOW 的专用纸质平板电脑创建的，该平板电脑可以在平板电脑上书写时进行屏幕捕获和视频。本课程创建了 50 多个视频，学生每周都需要回顾与下周主题相关的视频。对每周的学习成果进行评估，同时评估学生对视频材料有效性的看法。本文将描述创建这些视频的过程、课程的结构，以及对学生学习和该过程的感知有效性的评估的总结。
While the use of technology has increased in education, much of that technology, such as use of PowerPoint, SmartBoards and use of the Internet, has been used in the same pedagogical approach, which is lecture in the class, followed by homework outside of the classroom. While student engagement through active learning has been demonstrated to enhance learning, one of the challenges to faculty is how to include these active learning methods while still trying to cover sufficient material. Over the last few years, the use of technology has opened up another instructional strategy, called flipping the classroom. In this strategy, students take on a greater responsibility for their learning, and lectures that would normally be given by the professor in the classroom are now available online. Therefore, the classroom time can be used to engage students in problem solving activities, while the professor acts more like a facilitator of learning rather than a lecturer. In a four year Electrical and Computer Engineering Technology program, one of the sections of a junior level circuits course was converted to a flipped course as a beta test for this concept. Over the last few years, lectures in the course by the author have been converted into smaller learning objects, resulting in videos of less than 10 minutes. In many cases, a lesson may be comprised of 3-4 of these videos. The videos were created using Camtasia Relay, and uploaded to a Course Management System webpage (using Moodle), in a structured sequence. While many of these videos were created from previous PowerPoint slides developed by the author, many others were created using a specialized paper tablet called PAPERSHOW, which enables screen capture and video while writing on this tablet. Over 50 videos were created for this course, and each week students were expected to review the videos related to the upcoming week’s topics. Assessments were developed for learning outcomes for each week, along with assessments on the students’ perception of the effectiveness on the video material. This paper will describe the process of creating these videos, the structure of the course, and a summary of the assessments of both the student learning and the perceived effectiveness of this process.