The evaluation of different learning tools in flipped mechanics of materials

Abstract

The Mechanics of Materials course has been offered in flipped modality for the past few years at the University of Connecticut. The main objectives for developing this flipped course were to enhance the learning quality in large-enrolment classes and to promote inclusive teaching by providing online course contents to all students. However, there were obstacles observed in offering flipped engineering courses in large classes (over 100 enrollments), such as providing efficient interactions between teacher-student and student-student, aligning students' progress with the class schedule, and maintaining class engagement. In addition, lack of 3-dimensional visualization, repetitive conceptual mistakes, and plagiarism in homework submissions were seen among students in this engineering classroom. Different learning tools have been tried and tested by the instructor during the past 6 years to address the above obstacles, enhance active participation of students, and improve students' class experience. The success or failure of these methods has been evaluated through the data collected as part of formal and informal students' evaluation of teaching (SET). The course contents are delivered via short videos outside of class. The class time is used to review more challenging concepts and includes a short recitation of the lecture material followed by problem solving done by the instructor and the students individually or in groups. The mid semester evaluation of the class revealed that more than 75 percent of students prefer the flipped class over traditional teaching. They indicated that problem solving activities and lecture videos are the most beneficial class components in the students' learning. To enhance the students' visualization, foam models and Augmented Reality (AR) are being used. Only 50 percent of students found AR activities (using their smart device) helpful. Pictures from real life applications of each engineering topic were collected and shared via social media (Facebook) in the past classes. Few students showed interest to share pictures or comment on the class Facebook page. Students' participation increased when these pictures were displayed and discussed during class. Smart Book (containing the online homework platform) was replaced by old fashion paper submission. This platform was selected by the instructor to address the issue of plagiarism as it offers algorithmic problems to each student. The survey showed that more than 80 percent of students prefer the online homework platform (due to instant feedback and comfort of multiple submissions). The teacher assistants were able to spend their time interacting with each student rather than grading homework. Class assessments include online quizzes, midterm exams, and in-class assignments. The main objectives for in-class assignment are encouraging students to watch videos before attending the class and interacting with peers. More than 70 percent of students claimed that team effort enhances their learning and class experience. The students' perception about effectiveness of each learning tool, the rate of class attendance in sequential semesters, and students' participation in class activities will be compared and presented. Other techniques used to minimize common engineering errors among students will be shared.