The Impact of Integrating a Flipped Lecture in a Biotransport Laboratory Course on Student Learning and Engagement

Asem Farooq Aboelzahab; Tamara Lea Kinzer-Ursem

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Conference: 2018 ASEE Annual Conference & Exposition
Location: Salt Lake City, Utah
Publication Date: June 23, 2018
Start Date: June 23, 2018
End Date: July 27, 2018
Conference Session: Active learning in BME, Session II
Tagged Division: Biomedical Engineering
Page Count: 13
DOI: 10.18260/1-2--31109
Permanent URL: https://strategy.asee.org/31109
Download Count: 470

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Paper Authors

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Asem Farooq Aboelzahab Purdue University, West Lafayette (College of Engineering) orcid.org/0000-0001-8111-3274

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Asem Aboelzahab is the Lab and Assessment Coordinator in the Weldon School of Biomedical Engineering at Purdue University. He has been at Purdue since 2014. He instructs/coordinates undergraduate labs including Bioinstrumentation, Biotransport, and Capstone Senior Design. He also serves as the school's ABET coordinator. Asem received his BS and MS degrees in Bioengineering from the University of Toledo in Toledo, Ohio.

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Tamara Lea Kinzer-Ursem Purdue University-Main Campus, West Lafayette (College of Engineering)

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Abstract

Inquiry-based learning is vital to the engineering design process, and most crucially in the laboratory and hands-on settings. Through the model of inquiry-based design, student teams are able to formulate critical inputs to the design process and develop a stronger and more relevant understanding of theoretical principles and their applications. In the junior-level Biotransport laboratory course at XXX, the curriculum utilizes the engineering design process to guide students through three (3) different modules covering different biotransport phenomena (diffusivity, mass transport, and heat transfer). Students are required to research, conceptualize, and generate hypothesis around a module prompt. Students design, execute, and analyze their own experimental setups to test the hypotheses within an autodidactic peer-learning structure. The iterative design process is critical to successful completion of the module.

Previously, we have demonstrated increased student engagement outside of the class period and improved student to instructor ratio. In this current work, we present multi-year data on the impact of introducing a flipped lecture into the lab and the resulting impact on student learning, collaboration, and overall performance in the course.

A multi-year study was completed spanning from 2014 to 2016, assessing students’ end of course evaluations. The integration of the flipped lecture into the lab was first implemented in 2015 (prior to 2015, the flipped lecture was a stand-alone course offered outside of the lab sections), so the data presented here offers a comparison of student evaluations between the two course structures. Per the response rates, the sample size for each year was: n=81 (2016); n=60 (2015); n=48 (2014). The surveys were anonymous and a host of questions related to overall course satisfaction, structure, and content were asked. The data was assessed and compared across the 3 years.

Analysis of the data showed a consistent increase in overall student satisfaction with the course as the new structure was implemented. The percent of students giving a satisfactory rating or higher for the 2014, 2015 and 2016 course offerings was 79%, 89%, 92%, respectively. This shows a significant difference between 2014 responses compared with 2015 and 2016. Examples of questions related to teaching methods and skill development are given below:

1. This course gives me skills and techniques directly applicable to my career 2. In this course, many methods are used to involve me in learning 3. Assignments are pertinent to topics presented in class 4. Lab experiences assist me in learning concepts 5. This course demonstrates how to apply concepts and methodologies

Comparing data from pre-integration of the flipped lecture into the lab (2014) and after two years of integration (2016) showed a significant increase across all questions. Analysis of student responses to the five outcomes listed above showed an average of a 7.8% increase in 2016 of students agreeing with the statements.

In conclusion, the integration of a flipped lecture into the lab successfully improved student performance and understanding of course material and had a positive impact on student skill-acquisition. This format also improved the delivery of content to students as assessed by maintaining pertinence to the lab topics and clear understanding of the learning concepts.

Citation
Format

Aboelzahab, A. F., & Kinzer-Ursem, T. L. (2018, June), The Impact of Integrating a Flipped Lecture in a Biotransport Laboratory Course on Student Learning and Engagement Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--31109

TY - CPAPER
AB - Inquiry-based learning is vital to the engineering design process, and most crucially in the laboratory and hands-on settings. Through the model of inquiry-based design, student teams are able to formulate critical inputs to the design process and develop a stronger and more relevant understanding of theoretical principles and their applications. In the junior-level Biotransport laboratory course at XXX, the curriculum utilizes the engineering design process to guide students through three (3) different modules covering different biotransport phenomena (diffusivity, mass transport, and heat transfer). Students are required to research, conceptualize, and generate hypothesis around a module prompt. Students design, execute, and analyze their own experimental setups to test the hypotheses within an autodidactic peer-learning structure. The iterative design process is critical to successful completion of the module.

Previously, we have demonstrated increased student engagement outside of the class period and improved student to instructor ratio. In this current work, we present multi-year data on the impact of introducing a flipped lecture into the lab and the resulting impact on student learning, collaboration, and overall performance in the course.

A multi-year study was completed spanning from 2014 to 2016, assessing students’ end of course evaluations. The integration of the flipped lecture into the lab was first implemented in 2015 (prior to 2015, the flipped lecture was a stand-alone course offered outside of the lab sections), so the data presented here offers a comparison of student evaluations between the two course structures. Per the response rates, the sample size for each year was: n=81 (2016); n=60 (2015); n=48 (2014). The surveys were anonymous and a host of questions related to overall course satisfaction, structure, and content were asked. The data was assessed and compared across the 3 years.

Analysis of the data showed a consistent increase in overall student satisfaction with the course as the new structure was implemented. The percent of students giving a satisfactory rating or higher for the 2014, 2015 and 2016 course offerings was 79%, 89%, 92%, respectively. This shows a significant difference between 2014 responses compared with 2015 and 2016. Examples of questions related to teaching methods and skill development are given below:

1. This course gives me skills and techniques directly applicable to my career
2. In this course, many methods are used to involve me in learning
3. Assignments are pertinent to topics presented in class
4. Lab experiences assist me in learning concepts
5. This course demonstrates how to apply concepts and methodologies

Comparing data from pre-integration of the flipped lecture into the lab (2014) and after two years of integration (2016) showed a significant increase across all questions. Analysis of student responses to the five outcomes listed above showed an average of a 7.8% increase in 2016 of students agreeing with the statements.

In conclusion, the integration of a flipped lecture into the lab successfully improved student performance and understanding of course material and had a positive impact on student skill-acquisition. This format also improved the delivery of content to students as assessed by maintaining pertinence to the lab topics and clear understanding of the learning concepts.

AU - Asem Farooq Aboelzahab
AU - Tamara Lea Kinzer-Ursem
CY - Salt Lake City, Utah
DA - 2018/06/23
PB - ASEE Conferences
TI - The Impact of Integrating a Flipped Lecture in a Biotransport Laboratory Course on Student Learning and Engagement
UR - https://strategy.asee.org/31109
DO - 10.18260/1-2--31109
ER -