As use of adaptive learning technology in STEM courses gains traction, studies evaluating its impacts are important to undertake. Adaptive e‐learning platforms provide personalized, flexible learning via monitoring of student progress and performance and subsequent provision of an individualized learning path containing various resources. In this study, adaptive technology was utilized in blended and flipped versions of a numerical methods course. A particular challenge with flipped instruction is preclass preparation, in which videos with the same instruction for all students are often assigned. Therefore, to diversify preclass learning, the instructor developed adaptive lessons via an NSF grant and rigorously assessed outcomes in this flipped class with adaptive learning. In addition, to fully evaluate the lessons and respond to calls from the literature, the lessons were implemented and evaluated in a blended version of the course, which was lecture‐based with available online resources. Data from previous semesters of flipped and blended instruction (without adaptive learning were available), enabling a comparison of four instructional methods. The comparisons consisted of direct assessment (i.e., exam questions) and affective assessment via a survey (i.e., perceptions of the classroom environment). An analysis was performed for students collectively and for underrepresented minority students in engineering. Focus groups enabled a comparison of student perspectives of using adaptive technology in blended versus flipped classrooms as well as by demographic. Upon combining these outcomes, including a notable Cohen's
- Award ID(s):
- 2013271
- PAR ID:
- 10324467
- Date Published:
- Journal Name:
- International Journal of Mathematical Education in Science and Technology
- ISSN:
- 0020-739X
- Page Range / eLocation ID:
- 1 to 22
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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Abstract d = 0.34 for open‐ended‐response performance, the flipped classroom with adaptive learning may be the best method for this STEM course. -
Starting in March 2020, the COVID19 pandemic instantly affected the education of 14 million higher education students in the USA. The switch to remote instruction caught instructors and students off guard – teachers had to change their techniques, approaches, and course content rapidly (called “panicgogy”), and students had to adjust to remote instruction in a hurry. Hoping that the pandemic would not last too long, most had expected to return to the regular class format at most by the Fall semester. That expectation was quickly squashed as the summer semester progressed. If one were teaching a face-to-face classroom in a flipped modality, it would be even more challenging to teach a flipped class in an online environment. In this paper, we present how the instructor overhauled a face-to-face flipped class in Numerical Methods to an online environment. This involved 1) rethinking the learning design of the course content via the learning management system, 2) using Microsoft forms as personal response systems, and YouTube for video lectures, 3) not only using break-out rooms for peer-to-peer learning but the “main room” for individual learning as well, 4) exploit the availability of two computers and multiple monitors to deliver and observe the synchronous part of the class, 5) use of discussion boards to streamline the flow of communication that would have otherwise been unwieldy for the instructor, TAs, and students alike, 6) changes made to assessment as it had to be carried online and within a proctoring software environment, 7) changes in the conducting of office hours. The above items will be discussed in the paper, and comparisons of face-to-face and online implementations will be made. The ultimate goal is to present a logic model for a typical lecture-based online flipped STEM classroom for efficient and effective implementation by other instructors.more » « less
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Abstract Due to the Covid‐19 pandemic, the education system worldwide faced sudden and unforeseen challenges. Many academic institutions closed their doors, forcing both educators and students to transition to Emergency Remote Teaching (ERT) for the remainder of the semester. This transition eliminated hands‐on experiences, increased workload, and altered curricula. However, these aspects, as well as students' perceptions, study habits, and performance in response to ERT remain poorly documented. This contribution describes changes in the curriculum of an undergraduate cadaver‐based laboratory, and explores students' performance, self‐perceived learning, and overall satisfaction during this educational crisis. Online content delivery for this course included both asynchronous instruction and synchronous discussion sessions. While formative assessments remained the same, online spotter examinations included short answer, multiple choice, multiple answer, ordering, and true and false questions. Despite examination grades improving 20% during ERT, students reported lower levels of learning, confidence, and engagement with the course materials when compared to the face‐to‐face portion of the class. The most prevalent challenges identified by students were those related to the loss of access to cadaver‐based learning, including difficulty identifying and visualizing structures in three dimensions, and the loss of context and sensorial cues. Flexibility in taking examinations and learning the material at their own pace were recognized as positive outcomes of the ERT transition. While the resulting student perceptions and performances are unsurprising, they offer insight into the challenges of fostering a productive learning environment in a future threatened by epidemic outbreak and economic uncertainty.
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Most chemical engineering core classes are best taught when students are exposed to a face-to-face learning/teaching environment. With the arrival of coronavirus disease 2019 (COVID-19), the whole education system and the setting were disrupted at Hampton University (HU). Traditional in-person face-to-face classes were forced to move to remote instructions to maintain a healthy and safe campus environment and minimize the spread of COVID-19 on campus and in the community. As an instructor teaching core courses and unit operations laboratory in the Department of Chemical Engineering, it was challenging to move completely virtual and deliver instructions remotely without affecting students' learning outcomes. However, with the appropriate modern technologies and adapting to the students' change and needs, online teaching can be done efficiently and can still have efficient learning outcomes. Various activities were introduced to make the online/virtual class environment engaging in developing technical and professional skills and inducing learning for students. Using the latest educational tools and online resources, formative assessments were conducted throughout the course in an effort to improve student learning and instructor teaching. In addition to that, innovative ways of technology were also used to evaluate student learning and understanding of the material for grading and reporting purposes. Many of the modern educational tools, including Blackboard Collaborate Ultra, Ka-hoot, linoit, surveys, polls, and chemical engineering processes’ simulations and videos were in-troduced to make the synchronous sessions interactive. Likert-like surveys conducted were anal-yses to gauge the effectiveness of incorporation of technology during remote learning. This paper describes the innovative use of technologies to adapt to the COVID-19 pandemic in the Chemical Engineering Classes. It will also explain the strategies to assess the mode of delivery efficacy and how to change the course of teaching to adapt to the students' changing needs.more » « less
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During the abrupt and unplanned transition to remote online learning formats due to the COVID-19 outbreak, educators have had to adopt new teaching methods. For instance, online simulations tailored to specific curriculum topics emerged, allowing students to apply their knowledge creatively, with potentially positive effects on engagement and learning efficacy. Here, we examine the implementation of the “Save the World” simulation, created by Wonderville.org, in a high school Advanced Placement Environmental Science classroom in a remote online learning setting. In this module, students determine the most viable renewable energy generation option for given environments. Based on student and teacher feedback, the simulation effectively delivers educational material and promotes student engagement, demonstrating that online simulations can serve as a viable tool to enhance environmental science education and remote learning.
- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.1080/0020739X.2022.2052198
