Case Studies of Technology-Assisted Flipped, Hybrid-Flipped, and Traditional Classrooms
- Conference
- Location
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New Orleans, Louisiana
- Publication Date
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June 26, 2016
- Start Date
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June 26, 2016
- End Date
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June 29, 2016
- ISBN
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978-0-692-68565-5
- ISSN
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2153-5965
- Conference Session
- Tagged Division
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Computers in Education
- Page Count
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13
- DOI
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10.18260/p.26454
- Permanent URL
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https://peer.asee.org/26454
- Download Count
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787
Paper Authors
Ernest M. Kim P.E. University of San Diego
Ernie Kim received his BSEE from the University of Hawaii at Manoa, and MSEE and PhD in Electrical Engineering from New Mexico State University. He has been an electronics engineer at the National Bureau of Standards (now NIST) at the Boulder CO labs where he performed research on precision optical fiber metrology, staff engineer with the Advanced Systems Group of Burroughs Corporation, Manager of Electro-Optics at Ipitek Corporation where he developed early fiber optic CATV systems. Dr. Kim has worked at a number of start-up companies in fiber optic transmission including All Optical Networks, and Lightwave Solutions in San Diego. He joined the University of San Diego Department of Electrical Engineering in 1990. Dr. Kim is a licensed Professional Engineer (EE), and regularly teaches FE and PE exam review courses.
Thomas F. Schubert Jr. P.E. University of San Diego
Thomas F. Schubert, Jr. received his B.S., M.S., and Ph.D. degrees in electrical engineering from the University of California, Irvine. He is currently a Professor of electrical engineering at the University of San Diego, San Diego, CA and came there as a founding member of the engineering faculty in 1987. He previously served on the electrical engineering faculty at the University of Portland, and Portland State University, and on the engineering staff at Hughes Aircraft Company. Prof. Schubert is a member of ASEE and IEEE and is a registered professional engineer in Oregon. He is the 2012 winner of the ASEE Robert G. Quinn award for excellence in engineering education.
Cyd Burrows University of San Diego
Cyd has been with the University of San Diego since 2003 and is currently the Manager of the Instructional and Media Technology unit in Academic Technology Services. She oversees the Instructional Design and Training team, and the Media Services team. Collectively they are responsible for supporting faculty in their adoption and use of in-class and online educational technologies, and classroom technology installations campus-wide. Her area is responsible for critical systems such as Blackboard, as well as media platforms such as Mediasite and Ensemble, and the team provides a wide variety of training opportunities to all campus constituents. In addition, she oversees and administers the iPad Classroom Project in conjunction with the Sr. Director, and oversees the development and delivery of the Summer Innovation Institute, a 2-week faculty development initiative held each summer focusing on technological proficiencies and reinforcing pedagogical best-practices through appropriate instructional design.
Cyd’s interest in technology extends far beyond the workplace and she studies Geographic Information Science and Technology at the University of Southern California currently, and enjoys learning new applications that can enhance her photography, music, and art and craft interests. In addition, she enjoys traveling to far away places and is an avid archaeology enthusiast, actively participating on an excavation team and performing research in the Golan Heights region of Israel for the past four years.
Shahra Meshkaty University of San Diego
Shahra Meshkaty is the Sr. Director of Academic Technology Services at USD, where she oversees the desktop, helpdesk, instructional support, media services, labs and academic systems support. Shahra has been at USD since 1995 and aside from her positions at the IT. As adjunct faculty, Shahra has taught courses on IT related topics at the School of Education and Business as well as the San Diego Community College for over 10 years. A member of the New Media Center shahra has taught courses in business applications, web publishing and graphics design. In her current role as the Sr. Director of the Academic Technology Services at USD, she oversees all aspects of teaching and learning support, planning and implementation of the Academic Technology Services, works in close collaboration with faculty and departmental liaisons on learning spaces and serves on many campus committees and taskforces related to the academic technology resources. With her passion and goal to explore the impact of learning spaces and technologies on student learning, she formed and co-chaired the Innovative Learning Space Design Committee at USD, the first attempt to improve formal and informal learning spaces at the university. Shahra launched the Annual Technology Showcase; the Student Technology Assistant program, and most recently the Classroom iPad initiative. She has given a number of talks, papers and presentations at national and international conferences on the topics related to teaching and learning and faculty support at the SIGUCCS, New Media Center, EdMedia, Educause, Campus Technology, and at the E-Learn 2012--World Conference.
Abstract
The University of San Diego has a continuing program since the spring semester of 2012 for the investigation of pedagogical benefits of utilizing iPads and other mobile technology in instruction and student research. The “iPad Project” is two-phased: In the first phase iPad Faculty Pilot participants explore and discover new apps, and adapt curriculum in preparation for the second phase, the iPad Classroom Project. All students in an iPad Classroom Project designated course are issued university iPads during the semester at no cost.
Several engineering courses have taken advantage of this program and incorporated iPads with flipped, hybrid-flipped, and traditional course instruction. The engineering courses that have participated or are participating in the iPad Project include electrical circuits, engineering materials science, and applied electromagnetics.
Student participation in the Engineering iPad Project began in summer session 2014 with the first cohort in the sophomore level electrical circuits class. In the summer 2014 session of the electrical circuits course, fully flipped-teaching with technology augmentation using iPads was first employed. In the fall semester of 2014, iPad augmented flipped teaching was employed in a section of electrical circuits course and in a senior level applied electromagnetics course. In the spring semester and summer session of 2015, three sections of the electrical engineering courses participated in the iPad Classroom Project employing iPad augmented hybrid-flipped teaching. In the Fall semester of 2015, an Engineering Materials Science section participated in the iPad augmented course using traditional instruction. In a short three-week intersession time-compressed semester class in January 2016 for a senior level electrical engineering course, iPads supported a hybrid-flipped/blended classroom.
iPads were used in conjunction with lecture notes, videos lectures, YouTube mashups, and supporting materials posted on the Blackboard learning management system. A course blog was also established where photographs of the answers to student questions in class, emphasis of main points in the video lessons, solution of sample problems, and worked student problem assignments were posted.
Semester surveys have been conducted by the University Academic Instructional Services (iTeam) on the effectiveness of the iPad technology augmented classrooms. Results indicated that the use of iPads is positively received. Evolution to the hybrid-flipped classroom from fully flipped instruction, and a comparison to the Fall semester of 2015 traditional class instruction using iPads are summarized.
Kim, E. M., & Schubert, T. F., & Burrows, C., & Meshkaty, S. (2016, June), Case Studies of Technology-Assisted Flipped, Hybrid-Flipped, and Traditional Classrooms Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26454
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