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An Inverted Classroom Model for a Mechanics of Materials Course

An Inverted Classroom Model for a Mechanics of Materials Course. Jeffery S. Thomas and Timothy A. Philpot Civil, Architectural & Environmental Engineering. Traditional Classroom Model Course concepts are initially presented by the instructor during classroom time.

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An Inverted Classroom Model for a Mechanics of Materials Course

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  1. An Inverted ClassroomModel for a Mechanics of Materials Course Jeffery S. Thomas and Timothy A. Philpot Civil, Architectural & Environmental Engineering

  2. Traditional Classroom Model • Course concepts are initially presented by the instructor during classroom time. • Instructor presents examples that demonstrate how concepts are applied in various situations. • Students practice application of the concepts outside of the classroom, either individually or in groups.

  3. InvertedClassroom Model • Students learn course concepts outside of the classroom by means of • Textbook • Animations • Videos • Classroom time devoted to solution of problems, individually or in groups, with the instructor present to assist as needed. • Class attendance is optional.

  4. Why Would One Consider an Inverted Classroom Model?

  5. Repackaging the Instructor • Screen Capture Videos • Tablet PC used to replace traditional chalkboard • Instructor voice-over commentary that accompanies writing on tablet • Videos typically less than 6 minutes in duration • Videos made available via course website.

  6. Repackaging the Instructor • Types of Videos • Concepts • Demonstrations • Problem Strategies • Problem Solutions • Experiments • Additional Website Content • Lesson notes • Additional problem solutions • Old Exams

  7. Concepts Demonstrations Types of Videos Problems Experiments

  8. Changing the Classroom Function • One-on-one Instruction • Addressing questions and misconceptions directly for each student. • Student Responsibility for Learning • Students must take a more active role in learning. • Student Motivation • Since class attendance is optional, students who choose to attend are those who are motivated. • Passive attendance gains the student little. If they elect to come, they must attend with a purpose.

  9. Rethinking the Course Schedule • It seems prudent to add more exams to the course schedule to make sure that students are learning the material appropriately. • The inverted classroom model frees up class time for additional assessments. • Grading of extra exams becomes an issue. • One solution – multiple-choice exam questions.

  10. Multiple-Choice vs. Open-Ended Exam Questions • Typical Mechanics of Materials exam problems offer many opportunities for students to make mistakes. MC questions are graded either right or wrong. Is all-or-nothing grading fair? • It takes a surprising amount of time to generate a good MC question. • Cheating is easier on a MC exam. How do you prevent this?

  11. The Inverted Classroom Model Sections at Missouri S&T • Seven quizzes during semester (i.e., at two-week intervals). • Quiz Makeup. For illustration, last spring quizzes consisted of an average of 14 questions (Min = 9. Max = 19.) • Common Final Exam with other sections that were taught using traditional course model.

  12. How Well Is The Inverted Classroom Model Working? In comparison with the traditional classroom model sections, • There is no significant difference between mean scores on the common final exam. • High GPA students do 5 pts better in the inverted classroom model. • Low GPA students do 2 pts worse in the inverted classroom model.

  13. Longitudinal Effect of Instructor/Format

  14. Other Benefits • Flexibility of pacing and schedule. • Big impersonal lecture hall replaced by informal space (even a computer lab). • Student engagement. • Google Analytics to track resource usage. • Expanded opportunity for quantitative formative and summative assessments.

  15. Google Analytics

  16. Google Analytics • 61 hours of measured • engagement per student per semester • Does not include: • Textbook • MecMovies • Homework done • outside of class • Other

  17. Performance Index for Each Exam Question

  18. Assessing Course Objectives

  19. Ranked Categories

  20. Conclusions • Student performance in inverted classroom model is equal to performance in traditional classroom model. • Inverted classroom model offers flexibility for both students and instructors. • Use of Internet-based resources and multiple-choice exams facilitates quantitative assessments.

  21. Questions? Acknowledgements Missouri S&T EdTech,many student assistants

  22. GA-IDE 120

  23. Individual Question Performance

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