Relevant bibliographies by topics / Web-based instruction. Lecture method in teaching

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
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Academic literature on the topic 'Web-based instruction. Lecture method in teaching'

Author: Grafiati
Published: 4 June 2021
Last updated: 4 February 2022

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Journal articles on the topic "Web-based instruction. Lecture method in teaching"

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Spaw*, Marci, Kimberly A. Williams, and Laura A. Brannon. "Summary Lecture vs. Asynchronous Web-based Method for Instruction of Site Planning for Protected Environment Structures." HortScience 39, no. 4 (2004): 833D—833. http://dx.doi.org/10.21273/hortsci.39.4.833d.

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This study compared student learning outcomes of two teaching methodologies: a summary lecture and an asynchronous web-based method that included a case study (www.hightunnels.org/planningcasestudy.htm) followed by an all-class discussion. Twenty-one students taking an upper-level undergraduate course in greenhouse management were randomly split into two groups. Each group experienced both methodologies with presentations designed to provide complimentary information about site planning for protected environment structures; however, the order in which the groups received the methods was revers
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Djudin, Tomo. "The Effect of Teaching Method and Lecture Program on Students’ Satisfaction Rates and Academic Achievement." JETL (Journal Of Education, Teaching and Learning) 3, no. 1 (2018): 121. http://dx.doi.org/10.26737/jetl.v3i1.322.

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<p>This research examined the effect of teaching method and lecture program on student satisfaction rate and academic achievement of physics education department of Education and Teacher Training (FKIP) of Tanjungpura University, Pontianak. The descriptive method with the causal-comparative study was employed in this research. The sample was (232) respondents of fifth semester in academic year 2016/2017 which drawn by using unproportioned stratified random sampling technique. A questionnaire of lecturer academic service satisfaction was administered. Based on data analysis, the findings
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Boorady, Lynn M., Jana M. Hawley, and Nancy A. Schofield. "Using Animated Graphics as a Teaching Tool in Patternmaking." International Journal of Information and Communication Technology Education 7, no. 4 (2011): 11–23. http://dx.doi.org/10.4018/jicte.2011100102.

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The purpose of this study is to evaluate the effectiveness of teaching patternmaking via a computer by comparing the outcomes of a patternmaking lesson being taught in a traditional lecture style to instruction received through a computer-based animation program. A lesson in patternmaking was taught to undergraduate students with varying levels of previous experience using the two instructional methods. A significant difference in learning outcomes was found between the lowest experience level group and the more experienced groups. However, there was no difference found by the method of instru
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Omelicheva, Mariya Y., and Olga Avdeyeva. "Teaching with Lecture or Debate? Testing the Effectiveness of Traditional versus Active Learning Methods of Instruction." PS: Political Science & Politics 41, no. 03 (2008): 603–7. http://dx.doi.org/10.1017/s1049096508080815.

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Lecture is, arguably, the oldest known instructional technique used in the university setting. Since it was first employed in Plato's Academy, lecture has become an indispensable part of teaching favored across the college and university curriculum. Recently, this time-honored method of instruction has come under attack for its presumed inability to foster higher order cognitive and attitudinal goals (Cashin 1985; Day 1980; Frederick 1999; Renner 1993). Critics of traditional lecture-based formats call for their replacement with active learning approaches that provide students with an opportun
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Irshad, Aamna, and Irshad Ullah. "Concept Formation Teaching Model: An Innovation in Teaching." GATR Journal of Management and Marketing Review (JMMR) Vol.2(1) Jan-Mar 2017 2, no. 1 (2017): 33–37. http://dx.doi.org/10.35609/jmmr.2017.2.1(5).

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Objective - In the study, a teaching model was devised named as "concept formation teaching model" and its effect on grade IX students' academic achievement was investigated over lecture method. Methodology/Technique - Experimental group (143 students) and control group (147 students) were chosen for experiment from three Government Girls and Boys High Schools of Rawalpindi. Pretest, posttest Non-equivalent-Groups Design was selected for the study. Pre and post-test were given to experimental and control groups at the start and end of the study. Lessons plans were based on the format of direct
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Lin, Lu-Fang. "Integrating the Problem-Based Learning Approach Into a Web-Based English Reading Course." Journal of Educational Computing Research 56, no. 1 (2017): 105–33. http://dx.doi.org/10.1177/0735633117705960.

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This study incorporated the problem-based learning (PBL) approach into a web-based English reading course. The purpose of the study was to examine the impact of PBL on the participants’ English reading comprehension (RC) and to explore the participants’ perceptions of PBL. The present study conducted a comparison of two teaching methods. Two classes of university students were randomly assigned to PBL and non-PBL groups. The PBL group was directed by the problem and surveyed the Internet to identify solutions. The non-PBL group was instructed using the teacher-lecture method. The two groups co
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Ramafisela, Lingga. "The Digitization of Web-based Music Theory Modules." Journal of Education Technology 4, no. 4 (2021): 487. http://dx.doi.org/10.23887/jet.v4i4.29645.

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In the digital era, modules in the form of books are deemed ineffective and inefficient due to the demand for online and independent lectures. This turned out to be facing obstacles due to limitations in learning media. Digital modules are needed to support teaching and learning activities in music theory courses so that the material presented can be well integrated. Digitalization is the process of changing from printed media to electronic media. Therefore it is necessary to digitize the web-based music theory module which aims to facilitate the teaching and learning process. The digitization
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Korber, Irene, and Jodi Shepherd. "Teaching the information literacy Framework." Reference Services Review 47, no. 4 (2019): 461–75. http://dx.doi.org/10.1108/rsr-05-2019-0033.

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Purpose The purpose of this paper is to outline the concept and creation of choose-your-own-adventure flip-books for use in teaching information literacy in higher education. Design/methodology/approach This is a conceptual paper that examines how to use choose-your-own-adventure style flip-books to teach knowledge practices from the Framework for Information Literacy for Higher Education. Using constructivist theory and active learning methods, the authors discuss how flip-books offer a hands-on learning strategy to build on students’ knowledge and experiences while promoting learner-centered
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Tsai, Meng-Han. "A Peer Review System for BIM Learning." Sustainability 11, no. 20 (2019): 5747. http://dx.doi.org/10.3390/su11205747.

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This research proposed a peer review system for the instruction of building information modeling (BIM). With the rapid growth of BIM technology, 3D modeling has become an essential skill for civil engineers. However, it is difficult for an engineer to gain 3D modeling skills through conventional lecture-based learning. The peer review approach has been recently introduced as an educational method and is widely utilized to promote learners’ active learning that is hard to teach using conventional approaches; however, no peer review system has been developed thus far for teaching 3D modeling. Th
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Haviz, Muhammad, and Ika Metiza Maris. "Teaching Quantitative Research Method with Three Methods of Learning." Al-Ta lim Journal 25, no. 3 (2018): 234–47. http://dx.doi.org/10.15548/jt.v25i3.394.

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This study aims to investigated the effect of lecture-discussion (LD), direct instruction (DI)and guide inqury (GI) to students’achievement on quantitative design research. An experimental comparison group post-test only designwas used to prove the hypothesis there is a significant difference of students’achievement on undergraduate biology education class (BEC) and master's economic class (EC)with the using of LD, DI and GI.This study used34 BECs’ student and 26 ECs’ student who take quantitative research courses in the academic year 2016-2017.The students’ achievement was measured by instrum
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Dissertations / Theses on the topic "Web-based instruction. Lecture method in teaching"

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Pearcy, Agnes Goz Turner Philip M. "Finding the perfect blend a comparative study of online, face-to-face, and blended instruction /." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/permalink/meta-dc-11015.

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Pearcy, Agnes Goz. "Finding the perfect blend: A comparative study of online, face-to-face, and blended instruction." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc11015/.

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As distance learning evolved, course designers and teachers quickly recognized the value of integrating online features into the classroom. The result was blended learning, a combination of online and face-to-face components. This complex and dynamic new form of education has raised many questions about the role of computer-mediated communication in education and has provided new opportunities for extending research in learning and communication. The purpose of the study was to determine whether a blended class will produce different (and possibly better) results in terms of student perception
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Ekwuocha, Anthonia O. "Standards-Based Instruction: A Case Study of a College Algebra Teacher." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/msit_diss/101.

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ABSTRACT STANDARDS-BASED INSTRUCTION: A CASE STUDY OF A COLLEGE ALGEBRA TEACHER by Anthonia Ekwuocha The lecture method has dominated undergraduate mathematics education (Bergsten, 2007). The lecture method promotes passive learning instead of active learning among students, thus contributing to attrition in undergraduate mathematics. Standards-based instruction has been found to be effective in reducing students’ attrition in undergraduate mathematics (Ellington, 2005). College algebra is gatekeeper for higher undergraduate mathematics courses (Thiel, Peterman & Brown, 2008). Research indicat
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Moore, Eldridge D. "Does Instructional Delivery Method in an Elective Business Class Impact Student Achievement with Respect to Gender, Race and Socio-economic Status in a Selected Texas Public School District?" Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc822793/.

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The problem that guided this study was a socio-constructivist view of education via online learning. Based in the extant literature, a deficiency existed that directly correlated online learning closing the academic achievement gap between student populations. In other words, schools invested in technology; however, few empirical data sets existed that established a connection between technology integration and the academic achievement of different student groups. The purpose of this pooled regression analysis study was to determine whether the method of class instruction effected academic
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Phillips, Alana S. "Retention: Course Completion Rates in Online Distance Learning." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc822741/.

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Online courses in higher education have a reputation for having a lower course completion or retention rate than face-to-face courses. Much of this reputation is based upon anecdotal evidence, is outdated, or is on a small scale, such as a comparison of individual courses or programs of instruction. A causal-comparative analysis was conducted among 11 large, high research public universities. The universities were compared to each other to determine if differences existed between online and face-to-face course completion; undergraduate and graduation online course completion was analyzed for d
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Bower, Matthew. "Designing for interactive and collaborative learning in a web-conferencing environment." Phd thesis, Australia : Macquarie University, 2008. http://hdl.handle.net/1959.14/26888.

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Thesis (PhD)--Macquarie University, Division of Information and Communication Sciences, Computing Department, 2008.<br>Bibliography: p. 503-514.<br>This study investigated learning design in a web-conferencing environment based on three semesters of lessons conducted as part of an introductory programming subject. As well as characterizing the nature of discourse and interaction, the study focused on how the design of the interface, activity and task type affected collaboration and learning. Engeström's (1987) Activity Theory based upon a socio-constructivist view of learning was used to fram
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Kimball, Jeffrey. "Motivations of Students in the Open-Ended Use of Mobile Computing in Lecture-Based Classrooms." NSUWorks, 2015. http://nsuworks.nova.edu/gscis_etd/366.

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While research supports the integration of mobile computing into instruction, there is disagreement concerning the unstructured use of mobile devices in lecture-based college classrooms. Research supports the argument that unstructured use creates distraction and decreased academic performance. Research also suggests that unstructured use actually supports lecture instruction through personalized learning situations. In either case, the motivations of students to use mobile device is often unclear. This study sought to investigate the motivations for students’ acceptance of mobile devices. The
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Ban, Sun Young. "The Influence of Teaching Instruction and Learning Styles on Mathematics Anxiety in the Developmental Mathematics Classroom." Thesis, 2019. https://doi.org/10.7916/d8-gwy2-b609.

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In the US, an estimated 25% of four-year college students and up to 80% of community college students suffer from a moderate to high degree of mathematics anxiety (MA) (Chang & Beilock, 2016). Many scholars have noted that mathematics anxiety can be regarded as a significant factor in determining a student's achievement and mathematics related jobs. In the existing literature body, many researchers noted that MA may stem from teaching methods that are more conventional and rule-bounded such as lecture-style classroom models. On the other hand, MA can be mitigated by inquiry-based learnin
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Thomas, Cathy Newman 1957. "A comparison of three instructional methods--teacher-directed lecture-and text-based instruction, analog video instruction, and multimedia anchored instruction--on the knowledge, beliefs, and skills of preservice teachers." 2008. http://hdl.handle.net/2152/18356.

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The purpose of this quasi-experimental study was to examine the comparative effects of multimedia anchored instruction (MAI) to analog video instruction (AVI) and to teacher-directed, lecture- and text-based instruction (TDI) on the knowledge, beliefs, and skills of preservice teachers. Previous teacher education research had raised important questions about the paucity of existing studies investigating whether video-based technologies such as MAI were more effective or efficient than other instructional practices, the lack of a theoretical foundation or supporting empirical evidence for most
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Vissar, Yusra Laila Reiser Robert. "The effect of problem-based and lecture-based instructional strategies on learner problem solving performance, problem solving processes, and attitudes." 2003. http://etd.lib.fsu.edu/theses/available/etd-09232003-002957.

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Thesis (Ph. D.)--Florida State University, 2003.<br>Advisor: Robert Reiser, Florida State University, College of Education, Department of Educational Psychology and Learning Systems. Title and description from dissertation home page (viewed Apr. 8, 2004). Includes bibliographical references.
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Books on the topic "Web-based instruction. Lecture method in teaching"

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Teaching literature in virtual worlds: Immersive learning in English studies. Routledge, 2011.

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Engineering education: An Australian perspective. Multi-Science Pub., 2011.

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Early biliteracy development: Exploring young learners? use of their linguistic resources. Routledge, 2011.

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J, Benoit Pamela, ed. The effects of traditional versus web-assisted instruction on learning and student satisfaction. University of Missouri, 2006.

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Teaching Literature in Virtual Worlds: Immersive Learning in English Studies. Taylor & Francis Group, 2011.

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Jackson, Steven F. Teaching with Technology: Active Learning in International Studies. Oxford University Press, 2017. http://dx.doi.org/10.1093/acrefore/9780190846626.013.317.

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The adoption of new technologies in instruction will change the nature of instruction itself. There are four broad categories of the potential benefits of technology in higher education: off-loading; enhanced resources; enriched conventional class lecture/discussion; and outreach through distance education. Other college and university administrators have seen technology as either a money-saving or money-making tool for their institutions. The technologies most commonly associated with pedagogy include desktop software, internet-mediated communications, World Wide Web pages, distance education
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Book chapters on the topic "Web-based instruction. Lecture method in teaching"

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Gao, Ying. "Web Animation Design Teaching Based on Reverse Analysis Method." In Lecture Notes in Electrical Engineering. Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-35567-7_95.

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Zong, Na, Wuyungerile Li, and Bing Jia. "A Brief Discussion About the Accessibility and Usability of Web-Based Instruction in Software Design Teaching." In Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-93719-9_2.

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Sitzmann, Traci, Katherine Ely, and Robert A. Wisher. "Designing Web-Based Training Courses to Maximize Learning." In Web-Based Education. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-963-7.ch026.

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This chapter presents results from a meta-analysis that compares the effectiveness of Web-based instruction (WBI) to classroom instruction (CI). The results suggest that when the same instructional methods are used, WBI and CI are equally effective for teaching declarative knowledge. However, the instructional methods and course design features incorporated in WBI are critical factors in determining trainees’ knowledge acquisition. Specifically, the chapter examines the influence of lecture, human interaction, and learner control on the effectiveness of WBI. Based on the findings, the authors provide the following recommendations for increasing learning in WBI: (1) require trainees to be active, (2) incorporate a variety of instructional methods, (3) offer computer and Internet skillscourses, (4) provide trainees with access to lecture notes, (5) incorporate synchronous human interaction, and (6) provide trainees with learner control.
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Passerini, Katia, Mary J. Granger, and Kemal Cakici. "Web-based Instruction in Organizations." In Managing Internet and Intranet Technologies in Organizations. IGI Global, 2001. http://dx.doi.org/10.4018/978-1-878289-95-7.ch003.

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Many organizations are currently implementing Web-based instruction (WBI). Approaches to WBI vary according to the type of organization as well as the objectives to be accomplished. Companies interested in retraining the workforce and teaching employees new skills are mostly concerned with effective information-delivery approaches. Organizations focusing on the implementation of lifelong learning and education—such as educational institutions—are increasingly moving away from mere information-delivery approaches (posting on-line syllabi and lecture notes) to incorporating effective interaction-based approaches (utilizing discussions and virtual rooms). Both approaches to WBI are important to accomplish long-term versus short-term goals, as well as conceptualization versus task-oriented outcomes. This chapter provides an overview of teaching methods focusing primarily on strategies adopted by educational institutions implementing WBI.
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Sitzmann, Traci, Katherine Ely, and Robert Wisher. "Designing Web-Based Training Courses to Maximize Learning." In Computer-Supported Collaborative Learning. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-753-9.ch001.

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This chapter presents results from a meta-analysis that compares the effectiveness of Web-based instruction (WBI) to classroom instruction (CI). The results suggest that when the same instructional methods are used, WBI and CI are equally effective for teaching declarative knowledge. However, the instructional methods and course design features incorporated in WBI are critical factors in determining trainees’ knowledge acquisition. Specifically, the chapter examines the influence of lecture, human interaction, and learner control on the effectiveness of WBI. Based on the findings, the authors provide the following recommendations for increasing learning in WBI: (1) require trainees to be active, (2) incorporate a variety of instructional methods, (3) offer computer and Internet skills courses, (4) provide trainees with access to lecture notes, (5) incorporate synchronous human interaction, and (6) provide trainees with learner control.
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Matsuo, Tokuro, and Takayuki Fujimoto. "Analogical Thinking Based Instruction Method in IT Professional Education." In Professional Advancements and Management Trends in the IT Sector. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-0924-2.ch007.

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In designing a new teaching system, a challenging issue is how the system intelligently supports learners. This paper describes a methodology and a system design on the intelligent instruction support for software engineering education. For information science courses at a university, software engineering subjects are usually compulsory and students study dominant conceptions of implementation like software architecture, and the methodology of software design in software engineering lectures. To enhance learners’ understanding, the authors design a novel instructional model based on the analogical thinking theory. The analogical thinking-based instruction consists of concrete teaching methods like analogy dropping method, self role-play method, and the anthropomorphic thinking method. Questionnaires for learners after the instructions give results of effective education in an actual trial. The contribution of this paper is to provide a new instruction theory, the way of educational practice method, and implementation of the system.
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Uden, Lorna, and Chris Beaumont. "What is Problem-Based Learning?" In Technology and Problem-Based Learning. IGI Global, 2006. http://dx.doi.org/10.4018/978-1-59140-744-7.ch002.

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Employers today are demanding communication, team, and problem-solving skills. Few of these skills are evident in the classroom, as students memorise facts for regurgitation. According to Vernon and Blake (1993), problem-based learning is more than a teaching method. It is a complex mixture of general teaching philosophy, learning objectives, and goals. PBL is an instructional approach that uses problems as a context for students to acquire problem-solving skills and knowledge. This chapter describes the shift from traditional teaching methods to PBL. It discusses the characteristics of PBL and explains how it differs from other approaches, such as case-based, project-based, and lecture-based approaches.
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Newman, Dianna L., Meghan Morris Deyoe, Kenneth A. Connor, and Jessica M. Lamendola. "Flipping STEM Learning." In Promoting Active Learning through the Flipped Classroom Model. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4987-3.ch006.

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The call for reform in education, based on the recognition of an increased role of technology, as well as the rapid advancement of technology types and uses, requires major changes to traditional methods of teaching. The purpose of this chapter is to present the results of the use of a flipped classroom approach in a higher education STEM course. The chapter includes information on the development and structure of the flipped classroom, the role of video lectures and active learning in supporting flipped instruction, the value of prior experience as a concomitant variable, and the benefits and limitations of the approach. Examination of findings supports this new method of instruction and learning; however, some student hesitance to move beyond traditional instruction suggests a need to implement the approach as a continuum, beginning with segments, then moving to a blended technique, with final transition into a totally flipped classroom. This process supports instructor development and student buy-in while allowing for formative assessment of resources and increasing of student efficacy.
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Sarkar, Nurul I. "Teaching Wireless Network Fundamentals Using Low-Cost Wi-Fi Devices." In Revolutionizing Education through Web-Based Instruction. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9932-8.ch015.

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Teaching wireless networking fundamentals is often difficult because many students appear to find the subject technical, and dry when presented in traditional lecture format. To overcome this problem, we provide an opportunity for experiential learning where students can learn wireless networking fundamentals by hands-on practical activities using low-cost Wi-Fi (wireless fidelity) devices such as wireless cards and access points. Students can easily set up and configure networks using wireless cards and access points more effectively. By measuring network performance such as throughput and end-to-end delays, students are able to gain a deeper understanding of wireless networking. The effectiveness of Wi-Fi-based practical activities has been evaluated by students and the teaching team. This chapter reports on the overall effectiveness of teaching and learning of wireless network using radially available low-cost Wi-Fi cards and access points.
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Borba, Helena H., Fernanda S. Tonin, Roberto Pontarolo, and Fernando Fernandez-Llimos. "Challenges in Evidence-Based Practice Education." In Advances in Medical Education, Research, and Ethics. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4486-0.ch004.

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Evidence-based practice is a key element and indicator of high-quality patient care. Healthcare professionals must effectively acquire the necessary knowledge, skills, and attitudes to gather, assess, and interpret the best available evidence in order to ground their clinical decisions. Both achieving competency and delivering instruction in evidence-based practice are complex processes requiring a multimodal approach that may include traditional lectures, interactive teaching strategies, clinically-integrated teaching strategies, active learning. This chapter will provide a brief overview of the concepts of evidence-based practice, interpretation of systematic reviews and meta-analyses, grading evidence, and recommendations' strength. For each topic, teaching strategies or methods will be discussed.
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Conference papers on the topic "Web-based instruction. Lecture method in teaching"

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Han, Bumsoo. "Modified Challenge-Based Teaching of Biotransport Phenomena." In ASME 2011 Summer Bioengineering Conference. American Society of Mechanical Engineers, 2011. http://dx.doi.org/10.1115/sbc2011-53300.

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Major challenges of teaching biotransport phenomena are the interdisciplinary nature of biotransport principles, and diverse backgrounds of students from biology, biomedical engineering, mechanical engineering and chemical engineering majors. These challenges make traditional lecture-based instruction less effective, and difficult to implement new discovery and knowledge into the lecture material. In order to overcome these challenges, it has been proposed to teach biotransport phenomena based on the “How People Learn” (HPL) methodology [1–3]. The HPL methodology is a challenge-based pedagogic
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Tyagi, Pawan. "Student Presentation Based Effective Teaching (SPET) Approach for Advanced Courses." In ASME 2016 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/imece2016-66029.

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A student activity based effective teaching approach can significantly improve student learning. However, implementing student activity based teaching for the advanced level courses can be very challenging. Incomplete course coverage and the amount of time required by an instructor for designing active teaching strategies are cited as the common inhibiting factors in the adoption of active student teaching. This paper discusses a student presentation based effective teaching (SPET) approach that covers more course material than that covered in the conventional or other student-active teaching
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Ciocanel, Constantin, and Mohammad H. Elahinia. "A Problem Solving Approach for Teaching Engineering Laboratories." In ASME 2006 International Mechanical Engineering Congress and Exposition. ASMEDC, 2006. http://dx.doi.org/10.1115/imece2006-13777.

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This paper presents the redevelopment method and process of the laboratory experiments for the Mechanics and Vibration Laboratory, MIME3390, in the Mechanical, Industrial, and Manufacturing Engineering Department at the University of Toledo. The redevelopment objective was to transform the learning process from a subject-based learning to a problem-solving learning. Particular objective was to provide the students with more hands-on experience and to challenge them by requesting the procedure for each laboratory experiment to be designed and carried out by each group of students. This senior l
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Webster, Rustin, and Joseph Dues. "Polytechnic Design Thinking From the Beginning." In ASME 2016 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/detc2016-59090.

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In August 2013, the Purdue University President and Board of Trustees designated the transformation of the College of Technology into the Purdue Polytechnic Institute as one of Purdue’s “Big Moves”. This transformation requires changes of enormous breadth and depth for everyone in the college. Now, almost half-way through the transformation, milestones and expectations continue to be met. However, much work is still to be done to fully execute a successful transformation. The transformation continues to allow faculty extraordinary opportunities to revise many parts of the college, including cu
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Duan, Shanzhong, and Andrew Ries. "Promoting Active Learning in Teaching the Course of Design of Machine Elements." In ASME 2007 International Mechanical Engineering Congress and Exposition. ASMEDC, 2007. http://dx.doi.org/10.1115/imece2007-41665.

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For certain topics in the curriculum the pendulum of engineering education is swinging from a full focus on pure theory to a balance between theoretical analysis and solid experiences. Undergraduate students are required to obtain both theoretical knowledge and hands-on experiences to meet the need of job markets. Active learning/teaching has become a commonly-used instructional approach in response to this change of the balance. In the authors’ institute, the Design of Machine Elements (DOME) course has been used as a candidate for exploration on how to engage students in active learning in r
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Rachfall, Thomas, and Soeren Dressler. "Improved learning performance based on a flipped classroom concept – a case study." In HEAd'16 - International Conference on Higher Education Advances. Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2660.

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Aim of the research was to improve effectiveness of university education. With the use of new digital tools the learning processes in many different disciplines have been enhanced. However, the traditional class room training can hardly be replaced entirely as the students’ motivation drops with less direct interaction with the instructor. Hence small private online courses are more successful than massive online education. The authors have developed a sophisticated flipped classroom learning approach incorporating various digital tools ranging from different kinds of videos to a class respons
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Peter, Geoffrey J. "Industry Based “Hands-On” Undergraduate Vibration Course for Engineering and Engineering Technology Students." In ASME 2012 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/imece2012-85782.

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Modern technology and manufacturing methods often require engineers who understand the fundamental principles of vibration theory and who are also skilled in vibration applications. Simply processing, remembering and applying the material learned from lectures and laboratory experiments with artificial criteria are inadequate. Hands-on teaching techniques with real-world problems are needed to complete the engineering students’ education. This paper demonstrates how hands-on experiments performed in industry support and increase the students’ understanding of fundamental principles and skill i
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Siegeris, Juliane. "LearnTeamPlenum – A Pragmatic Approach for Inverted Teaching." In Third International Conference on Higher Education Advances. Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5214.

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The paper proposes a new teaching approach, that has been adapted from the LearnTeamCoaching - a method from the inverted classroom catalog. In comparison with other inverted teaching scenarios, it requires less preparation effort, i.e. no videos and scripts. Instead the students are asked to investigate the subject autonomously using provided papers and the World Wide Web. Another adaption concerns the format of the common lecture. Here the reflection of the learning matter is based on posters, that have been prepared as a result of the investigation. The paper introduces the method and provi
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Reports on the topic "Web-based instruction. Lecture method in teaching"

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Zachry, Anne, J. Flick, and S. Lancaster. Tune Up Your Teaching Toolbox! University of Tennessee Health Science Center, 2016. http://dx.doi.org/10.21007/chp.ot.fp.2016.0001.

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Occupational therapy (OT) educators strive to prepare entry-level practitioners who have the expertise to meet the diverse health care needs of society. A variety of instructional methods are used in the University of Tennessee Health Science Center (UTHSC) MOT program, including traditional lecture-based instruction (LBI), problem-based learning (PBL), team-based learning (TBL), and game-based learning (GBL). Research suggests that active learning strategies develop the critical thinking and problem-solving skills that are necessary for effective clinical reasoning and decision-making abiliti
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