Ramakrishnan, S. (2017, August), A competency-based flipped classroom for a first year hands-on engineering design course  Paper presented at 2017 FYEE Conference, Daytona Beach, Florida. 10.18260/1-2--29395

\bibitem{asee_peer_29395}
  Ramakrishnan, S. (2017, August), \emph{A competency-based flipped classroom for a first year hands-on engineering design course}
  Paper presented at 2017 FYEE Conference, Daytona Beach, Florida.
  10.18260/1-2--29395

Shankar Ramakrishnan.  "A competency-based flipped classroom for a first year hands-on engineering design course".  2017 FYEE Conference, Daytona Beach, Florida, 2017, August.  ASEE Conferences, 2017.  https://peer.asee.org/29395 Internet.  14 May, 2024

\bibitem{asee_peer_29395}
  Shankar Ramakrishnan.
  "A competency-based flipped classroom for a first year hands-on engineering design course".
  \emph{2017 FYEE Conference, Daytona Beach, Florida, 2017, August}.
  ASEE Conferences, 2017.
  https://peer.asee.org/29395 Internet.  14 May, 2024

@INPROCEEDINGS{asee_peer_29395
author = "Shankar Ramakrishnan"
title = "A competency-based flipped classroom for a first year hands-on engineering design course"
booktitle = "2017 FYEE Conference"
year = "2017"
month = "August"
address = "Daytona Beach, Florida"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/29395}
number = {10.18260/1-2--29395}
}

TY  - CPAPER
AB  - This paper presents the implementation and results from combining a specific flipped classroom technique with a competency-based learning approach. Results from the analysis of student performance on selected course objectives indicate improved student motivation to attempt the course objectives. Significant difference was also observed in the percentage of students that were able to successfully complete the selected course objectives. Strengths of this teaching method include greater overall student satisfaction with in-class assistance and competency-based assessment. Results also suggest an impact on mid-level and low achieving students leading to a higher overall class performance. Criticisms suggest simplification or emphasis on the workings of the system from time to time. The effect of this course delivery on different assessment formats is discussed, with recommendations on the type of assessments that are best suited for this method. Based on the analysis of the data collected, modifications for future offerings of the course are discussed. Overall, results suggest that a combination of competency-based assessment and flipped classroom approach is more effective in a first-year hands-on engineering design course than each of these individual styles of course delivery.
AU  - Shankar Ramakrishnan
CY  - Daytona Beach, Florida
DA  - 2017/08/06
PB  - ASEE Conferences
TI  - A competency-based flipped classroom for a first year hands-on engineering design course
UR  - https://peer.asee.org/29395
DO  - 10.18260/1-2--29395
ER  -