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2016 ASEE Rocky Mountain Section Conference
Step 3. Have students struggle with another similar problem for 10-15 minutes.
Step 4. Solve problem together – 10-15 minutes. An instructor can have one of the
students solve the problem on the whiteboard and appropriately guide the student to
unravel the problem requesting feedback from other students as well.
Step 5. Break (5-15 minutes)
Step 6. Repeat process for the next hour
The above approach is not set in stone so that an instructor can adapt delivery of the material
according to any student questions and needs. For the following hour, an instructor may have a
short lab or hands-on exercise using Matlab/Simulink or PSPICE to reinforce the concept taught
during the first hour. The above pedagogy is consistent with past teaching philosophies.3.4
Online Flipped Classroom Approach
When students first heard of CTU’s preliminary offering of delivering engineering courses
online, most of their immediate responses goes something like this: “there is no way I’m going to
take an engineering course online”. But after explaining the online and flipped classroom
approach described below, most of their fears and concerns appear to subside and were less
adamant on their position. As expected, some students remain skeptical since learning
engineering is a challenge in a traditional classroom and ground setting learning environment.
For online delivery, the overall goal is to develop effective teaching innovations and timely help
students efficiently learn topics in STEM. One teaching approach consists of translating and
transforming the teaching delivery taught in the ground and traditional classroom to one apt for
online delivery of the course material. In other words, how can the Engineering Department
leverage and use current e-learning technologies to implement and transform the ground teaching
In Figure 2, the block labeled ‘Requirements and Considerations’ highlights and summarizes
some of the key points in the earlier sections. Also, the next two blocks of Figure 2, labeled as
‘Multimedia and Interactive Content’ and ‘Implementation of Online Flipped Classroom’, are
discussed next :The online delivery will use a flipped classroom approach as defined by the
following three main concepts as depicted in Figure 2.
The first concept is to develop engaging and interactive multimedia content. This includes
gaming techniques in the future as incentives after initial development of multimedia content.
The initial phase consists of developing videos, assigned readings/homework and laboratory
experiments.
The set of videos will provide a technical foundation made up of a series of short mini-lectures
(usually lasting between than 5-10 minutes for each video) followed appropriately with a series
of short assessments to verify and validate student understanding. Students must view the
interactive content outside the classroom while addressing the call-to-action or assignments from
the video. These actions must be completed before the online chat session.
In a traditional classroom, the content would be delivered as lecture material. The instructor
must reflect on what and how the ground instruction was conducted and determined if it can be
implemented for online delivery by leveraging available e-learning technologies. The videos
© American Society for Engineering Education, 2016
Step 3. Have students struggle with another similar problem for 10-15 minutes.
Step 4. Solve problem together – 10-15 minutes. An instructor can have one of the
students solve the problem on the whiteboard and appropriately guide the student to
unravel the problem requesting feedback from other students as well.
Step 5. Break (5-15 minutes)
Step 6. Repeat process for the next hour
The above approach is not set in stone so that an instructor can adapt delivery of the material
according to any student questions and needs. For the following hour, an instructor may have a
short lab or hands-on exercise using Matlab/Simulink or PSPICE to reinforce the concept taught
during the first hour. The above pedagogy is consistent with past teaching philosophies.3.4
Online Flipped Classroom Approach
When students first heard of CTU’s preliminary offering of delivering engineering courses
online, most of their immediate responses goes something like this: “there is no way I’m going to
take an engineering course online”. But after explaining the online and flipped classroom
approach described below, most of their fears and concerns appear to subside and were less
adamant on their position. As expected, some students remain skeptical since learning
engineering is a challenge in a traditional classroom and ground setting learning environment.
For online delivery, the overall goal is to develop effective teaching innovations and timely help
students efficiently learn topics in STEM. One teaching approach consists of translating and
transforming the teaching delivery taught in the ground and traditional classroom to one apt for
online delivery of the course material. In other words, how can the Engineering Department
leverage and use current e-learning technologies to implement and transform the ground teaching
In Figure 2, the block labeled ‘Requirements and Considerations’ highlights and summarizes
some of the key points in the earlier sections. Also, the next two blocks of Figure 2, labeled as
‘Multimedia and Interactive Content’ and ‘Implementation of Online Flipped Classroom’, are
discussed next :The online delivery will use a flipped classroom approach as defined by the
following three main concepts as depicted in Figure 2.
The first concept is to develop engaging and interactive multimedia content. This includes
gaming techniques in the future as incentives after initial development of multimedia content.
The initial phase consists of developing videos, assigned readings/homework and laboratory
experiments.
The set of videos will provide a technical foundation made up of a series of short mini-lectures
(usually lasting between than 5-10 minutes for each video) followed appropriately with a series
of short assessments to verify and validate student understanding. Students must view the
interactive content outside the classroom while addressing the call-to-action or assignments from
the video. These actions must be completed before the online chat session.
In a traditional classroom, the content would be delivered as lecture material. The instructor
must reflect on what and how the ground instruction was conducted and determined if it can be
implemented for online delivery by leveraging available e-learning technologies. The videos
© American Society for Engineering Education, 2016
