A comparison of learning outcomes and learner satisfaction in a CADD course with flexible and rigid deadlines

Abstract

An introductory computer aided drafting and design (CADD) course has been offered in a flipped format for six years. The course syllabus details the schedule of topics, assignments and assessments. Because of the volume of material, a rigid course schedule was kept (i.e., no late work allowed). This model is adequate for the majority of learners. However, some students, for a variety of reasons, fall behind by not watching lecture material or missing assignment deadlines. Given the obvious advantages of a flipped classroom for self-paced learning, we asked the question: would a semi-self-paced (SSP) format result in different learning outcomes (course grade) and result in different perceptions of the course? To test this question, in one section of the course a semi-self-paced (SSP) flipped format was implemented, while the other section maintained rigid assignment deadlines (RAD). Students in the SSP section were able to submit homework assignments at any point without penalty up to an exam date. Exam dates (2-midterms) and one final exam were fixed to promote self-regulation. Suggested due dates for assignments were also provided to promote self-regulation. We did not observe a difference in learner outcome, as measured by homework grade, final exam grade or final course grade. Nine of 14 respondents in the SSP section submitted 10 or more of the 14 homework assignments later than the recommended due date, indicating a lack of distribution of practice (cramming). Students in both the RAD and SSP sections indicated a preference for the section they were in. Our conclusion is that rigid homework deadlines are preferable since they provide a means for distributed practice and students in that format express the same level of course satisfaction and attain similar learning outcomes as in the SSP format.