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首页> 外文会议>American Society for Engineering Education Annual Conference and Exposition >Classwork instead of Homework: A Novel Accelerated Summer Hybrid Lecture/Problem-Based Classroom Model
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Classwork instead of Homework: A Novel Accelerated Summer Hybrid Lecture/Problem-Based Classroom Model

机译：ClassWork而不是家庭作业：一部小说加速夏季混合讲座/基于问题的课堂模型

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摘要

In short-term summer courses, students are expected to learn at a much faster pace than in a regular semester. Therefore, the instructor has to use different teaching techniques so students can succeed in such accelerated learning environment. In this paper, a novel approach to replace homework with classwork assignments in a summer course is presented. The proposed approach uses a hybrid model combining traditional lecture-based and problem-based instructions designed to provide students with instant formative feedback. Using this model, a typical 5-week summer term was rearranged to include 2-hour of classwork in a studio environment without affecting the teaching format of the course. Twice a week quizzes were administered to check student readiness and provide timely feedback about the progress of the student learning process. This hybrid teaching model was implemented in a senior level communication systems course offered in summer 2015 with 10 students enrolled in it. The effectiveness of this model was verified using multiple statistical assessment methods and compared with students in regular summer semester offering of the same course. Quantitative and qualitative analyses were conducted to assess the merit of the proposed teaching model. Assessment results obtained from the two groups showed that the students' performance in the accelerated summer course was significantly higher. This improvement was realized from the introduction of the 2-hour classwork which played a significant factor in increasing the overall students' success. Future work will investigate if this hybrid teaching approach can also be applied to other courses offered during regular academic terms.
机译：在短期夏季课程中，学生预计将比常规学期更快地学习。因此，教师必须使用不同的教学技巧，因此学生可以在此类加速的学习环境中取得成功。本文提出了一种用夏季课程中替换作业的新方法。所提出的方法使用混合模型，结合了基于传统的讲座和基于问题的指令，旨在为学生提供即时形成反馈。使用此模型，重新排列了典型的5周夏季术语，包括在工作室环境中包含2小时的课程，而不会影响课程的教学格式。每周两次测验进行管理，检查学生准备就绪，并及时提供关于学生学习过程的进展的反馈。该混合教学模式在2015年夏季提供的高级通信系统课程中实施，其中10名学生注册。使用多种统计评估方法验证了该模型的有效性，并与学生在常规夏季学期提供相同课程的比较。进行了定量和定性分析，以评估所提出的教学模式的优点。从两组获得的评估结果表明，加速夏季课程中的学生表现明显高。这种改进是从引入2小时的课程中实现了一个显着因素的推出，从而提高了整体学生的成功。未来的工作将调查这种混合教学方法是否也适用于常规学术术语期间提供的其他课程。

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