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Perspective on flipping circuits I / Gloria J. Kim in IEEE transactions on education, Vol. 57 N° 3 (Août 2014) 

Public ISBD [article]  in IEEE transactions on education > Vol. 57 N° 3 (Août 2014) . - pp. 188 - 192 Titre : Perspective on flipping circuits I Type de document : texte imprimé Auteurs : Gloria J. Kim, Auteur ; Erin E. Patrick, Auteur ; Ramakant Srivastava, Auteur Année de publication : 2015 Article en page(s) : pp. 188 - 192 Note générale : Education Langues : Anglais (eng) Mots-clés : Active  learning  Circuits  Course  flipping  Learning  outcomes  Retention  Small-group  problem  solving Résumé : A flipped-classroom approach was implemented in a Circuits I class for electrical and computer engineering majors to lower its high attrition and failure rate. Students were asked to watch online lectures and then come to class prepared to work problems in small groups of four. The attitude, retention, and performance of students in the flipped group in Spring 2013 were compared to those for the traditionally taught group in Fall 2012. The Fall 2012 lectures were recorded, so that each group saw the same lectures. Student retention and test performance was significantly higher in the flipped course. In Fall 2012, 56% of the initially enrolled students received a C or better. In Spring 2013, this improved to 83%. The first exam scores were significantly better in Spring 2013, and this helped with student success. The authors believe that it was the alignment of online lectures, face-to-face student/teacher and peer/peer interactions, combined with the active learning component of the flipped classroom that led to these improvements. ISSN : 0018-9359 En ligne : http://ieeexplore.ieee.org/xpl/articleDetails.jsp?arnumber=6719569&sortType%3Das [...] [article] Perspective on flipping circuits I [texte imprimé] / Gloria J. Kim, Auteur ; Erin E. Patrick, Auteur ; Ramakant Srivastava, Auteur . - 2015 . - pp. 188 - 192. Education Langues : Anglais (eng) in IEEE transactions on education > Vol. 57 N° 3 (Août 2014) . - pp. 188 - 192 Mots-clés : Active  learning  Circuits  Course  flipping  Learning  outcomes  Retention  Small-group  problem  solving Résumé : A flipped-classroom approach was implemented in a Circuits I class for electrical and computer engineering majors to lower its high attrition and failure rate. Students were asked to watch online lectures and then come to class prepared to work problems in small groups of four. The attitude, retention, and performance of students in the flipped group in Spring 2013 were compared to those for the traditionally taught group in Fall 2012. The Fall 2012 lectures were recorded, so that each group saw the same lectures. Student retention and test performance was significantly higher in the flipped course. In Fall 2012, 56% of the initially enrolled students received a C or better. In Spring 2013, this improved to 83%. The first exam scores were significantly better in Spring 2013, and this helped with student success. The authors believe that it was the alignment of online lectures, face-to-face student/teacher and peer/peer interactions, combined with the active learning component of the flipped classroom that led to these improvements. ISSN : 0018-9359 En ligne : http://ieeexplore.ieee.org/xpl/articleDetails.jsp?arnumber=6719569&sortType%3Das [...]