Improvements in Student Learning Experiences by Course Revitalization

We implemented a hybrid flip classroom technique to enhance student learning experience. A flipped classroom technique is opposite to a traditional classroom teaching method in that lectures will be delivered online and homework is moved from home to classroom. We chose one of the foundation courses in engineering and engineering technology, ENGR 2110: Statics for modification so that this model could be expanded to other engineering courses. Our revitalized course differed from a traditional in-class and a complete online course in the following ways: (1) Lectures were summarized in 5-20 minute videos that include important concepts from the chapter/topic, one/two worked examples, and 3-4 homework/practice problems. These synopsis video lectures were made available to students in advance so that students could learn and prepare for the lectures/problem sessions. The lecture time was devoted to reciting the key concepts, working problems in class and identifying the important homework/practice problems with real world examples. The summary video helped instructors spend more time on working out the problems and examples in class. (2) The summary video could also help students who want to review the material covered in class at home and practice. Moreover, these videos were available for students who miss a class to go back and review what was covered in class and be up to speed for the next lecture. (3) The concept was different from a traditional all-online course which provided videos of full lectures online and did not provide opportunities for students to interact with the instructors and peers in class. In this method, the instructors spent more time on working problems and quizzes during normal classroom lecture times. (4) Instructors also utilized Desire to Learn (D2L) online course management tool in order to upload the videos and assigned practice problems for enhanced student learning experience. Our findings showed that this new technique of hybrid classroom/lectures helps new engineering educators to address the key challenges of modern classroom learning to keep students engaged, motivated, and interested in the subject. This hybrid model could benefit engineering educator community and can be expanded across and beyond engineering discipline.