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Hybrid Learning in Geological Engineering: Why, How, and to What End? Preliminary Results

机译：地质工程中的混合学习：为什么，如何以及达到什么目的？初步结果

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摘要

As hybrid learning environments gain attention in post-secondary education, engineering educators and professionals are interested to know how the hybrid learning model affects undergraduate learning. The objective of this study is to analyze the effects of hybrid learning environments on student performance in engineering courses by comparing traditional lecture methods with hybrid methods in parallel over the same academic year. Half of the students in the study course experience a hybrid "flipped" classroom while the other half participate in traditional lecture delivery. Hybrid students watch online video lessons, read selected texts and take quizzes before coming to class each week for a problem solving session lead by the instructor. Group problem solving is emphasized while the instructor acts as a guide for learning in this student centered, modeled learning approach. Over the course of the study, student tool use was tracked and students participated in surveying and focus group sessions to identify effects on student achievement, time, and preference between hybrid and traditional methods of learning, In this paper, methods and preliminary results from the study in the 2012-2013 academic year are presented, along with anecdotal experiences on student performance, perception, and preferences, as well as the implications for sustainability.
机译：随着混合学习环境在专上教育中得到越来越多的关注，工程教育者和专业人士都对了解混合学习模型如何影响本科学习感兴趣。这项研究的目的是通过在同一学年中并行比较传统的讲课方法和混合方法，以分析混合学习环境对工程课程学生表现的影响。学习课程中有一半的学生会体验混合的“翻转”教室，而另一半则参加传统的授课。混合型学生每周上课前观看在线视频课，阅读所选教科书并进行测验，以指导讲师指导他们解决问题。在以学生为中心的建模学习方法中，讲师强调解决小组问题的能力，而讲师则作为学习的指导。在研究过程中，跟踪了学生使用工具的情况，并参加了调查和焦点小组会议，以确定对学生成绩，时间以及混合学习与传统学习方法之间的偏爱的影响。介绍了2012-2013学年的学习情况，以及有关学生表现，看法和偏好的趣闻轶事，以及对可持续发展的影响。

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