Using Emerging Technologies for Hybrid and Flipped Classroom Learning

Kailash M. Bafna

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Conference: 2015 ASEE Annual Conference & Exposition
Location: Seattle, Washington
Publication Date: June 14, 2015
Start Date: June 14, 2015
End Date: June 17, 2015
ISBN: 978-0-692-50180-1
ISSN: 2153-5965
Conference Session: Engineering Economics Teaching Tools
Tagged Division: Engineering Economy
Tagged Topic: Diversity
Page Count: 10
Page Numbers: 26.1664.1 - 26.1664.10
DOI: 10.18260/p.25000
Permanent URL: https://strategy.asee.org/25000
Download Count: 539

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Paper Authors

biography

Kailash M. Bafna Western Michigan University

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Dr. Kailash Bafna earned a Ph.D. in Industrial Engineering from Purdue University and has served on the faculty at Georgia Institute of Technology, the University of Wisconsin at Platteville, and is currently teaching at Western Michigan University. He is a Fellow of the Institute of Industrial Engineers and a registered Professional Engineer. He teaches Engineering Economics, Facilities Design & Materials Handling, and Quality Control. His current research interests are in the areas of incorporating technology in education and developing methodology to enhance web-based learning. He is also interested in the educational needs of the millennial students to improve their learning. He has received the inaugural Best Engineering Economy Teacher Award 2014 from the Engineering Economy Division of Institute of Industrial Engineers (IIE), and the Runners Up award in the Innovations in Curriculum Competition (2014) from the Council of Industrial Engineering Academic Department Heads, IIE.

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Abstract

Using Emerging Technologies for Hybrid and Flipped Classroom LearningI have been teaching Engineering Economy at the undergraduate level for engineering andtechnology majors for over three decades. However, during the past nine years, I have graduallyimplemented the use of several emerging technologies in teaching these courses. For more thanthree years now, I am teaching the courses using the hybrid and flipped classroom learningmodel, and have found that this combined format of learning offers several advantages to thestudent and the instructor.I have been recording my lectures since 2005 and currently I am in the process of recording thethird generation of my lecture videos. During these nine years, I have used software thatcaptures the screen movements and combines it with my audio. I only use a laptop computer andan external lapel type microphone for recording the lectures and have never needed any outsideassistance. These videos are streamed through the university’s streaming server and areavailable to my students on a demand basis. I also use my university’s learning managementsystem (elearning) very extensively to deliver the entire content of the course (including thevideos), for administering quizzes, exams, and assignments, to maintain an updated calendar forthe students, for contacting my students through email, and for the gradebook feature. I meet thestudents for one hour each week to answer their questions, help them with difficulties in solvingproblems, and for them to take quizzes and exams. The class meets in a room equipped withcomputers and the students solve all the problems in an exam directly on the computer. I thendownload their submissions onto my laptop, grade them on the laptop, and then return the gradedexams to the students through elearning. As such, not a single sheet of paper is exchangedbetween the students and me. I consider this an important contribution to our green revolution.During the past three years, I have offered 15 sections of my courses to about 400 students andhave found consistent results each semester. Although I have made the course more rigorous andhave reduced the student contact hours, the class cumulative grade point average has gone up byhalf a letter grade. The failure rate in the class has also gone down substantially. The paper willdescribe the various forms of technology that I am currently using and will discuss the resultsobtained from this new method of learning.

Citation
Format

Bafna, K. M. (2015, June), Using Emerging Technologies for Hybrid and Flipped Classroom Learning Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.25000

TY  - CPAPER
AB  -                           Using Emerging Technologies for                       Hybrid and Flipped Classroom LearningI have been teaching Engineering Economy at the undergraduate level for engineering andtechnology majors for over three decades. However, during the past nine years, I have graduallyimplemented the use of several emerging technologies in teaching these courses. For more thanthree years now, I am teaching the courses using the hybrid and flipped classroom learningmodel, and have found that this combined format of learning offers several advantages to thestudent and the instructor.I have been recording my lectures since 2005 and currently I am in the process of recording thethird generation of my lecture videos. During these nine years, I have used software thatcaptures the screen movements and combines it with my audio. I only use a laptop computer andan external lapel type microphone for recording the lectures and have never needed any outsideassistance. These videos are streamed through the university’s streaming server and areavailable to my students on a demand basis. I also use my university’s learning managementsystem (elearning) very extensively to deliver the entire content of the course (including thevideos), for administering quizzes, exams, and assignments, to maintain an updated calendar forthe students, for contacting my students through email, and for the gradebook feature. I meet thestudents for one hour each week to answer their questions, help them with difficulties in solvingproblems, and for them to take quizzes and exams. The class meets in a room equipped withcomputers and the students solve all the problems in an exam directly on the computer. I thendownload their submissions onto my laptop, grade them on the laptop, and then return the gradedexams to the students through elearning. As such, not a single sheet of paper is exchangedbetween the students and me. I consider this an important contribution to our green revolution.During the past three years, I have offered 15 sections of my courses to about 400 students andhave found consistent results each semester. Although I have made the course more rigorous andhave reduced the student contact hours, the class cumulative grade point average has gone up byhalf a letter grade. The failure rate in the class has also gone down substantially. The paper willdescribe the various forms of technology that I am currently using and will discuss the resultsobtained from this new method of learning.
AU  - Kailash M. Bafna
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - Using Emerging Technologies for Hybrid and Flipped Classroom Learning
UR  - https://strategy.asee.org/25000
DO  - 10.18260/p.25000
ER  -