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The efficient classroom: How team-ba...

Jacobson, Benjamin Paul.

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The efficient classroom: How team-based learning and lecture video acceleration affect the learning efficiency and effectiveness of a first-year engineering course.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The efficient classroom: How team-based learning and lecture video acceleration affect the learning efficiency and effectiveness of a first-year engineering course./
作者:	Jacobson, Benjamin Paul.
面頁冊數:	127 p.
附註:	Source: Masters Abstracts International, Volume: 55-02.
Contained By:	Masters Abstracts International55-02(E).
標題:	Industrial engineering. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1601846
ISBN:	9781339144481

The efficient classroom: How team-based learning and lecture video acceleration affect the learning efficiency and effectiveness of a first-year engineering course.
Jacobson, Benjamin Paul.

The efficient classroom: How team-based learning and lecture video acceleration affect the learning efficiency and effectiveness of a first-year engineering course. - 127 p.

Source: Masters Abstracts International, Volume: 55-02.

Thesis (M.S.)--Iowa State University, 2015.

This paper researches the impact of the team-based learning (TBL) pedagogy and video lecture viewing strategies on an introductory engineering course. Teaching an introductory engineering course is a complex task because the students vary greatly in ability and experience. As the demand for engineers grows, emphases are placed on introductory engineering courses to effectively and efficiently educate the student in order to prepare them for their future engineering coursework and career. TBL, especially with the use of video lectures, has shown promise as an educational tool for a broad variety of students, but more research is needed. This paper describes three studies that provide more insight into whether the TBL pedagogy with video lectures is sufficient to provide the flexibility, performance, and preferential environment needed for introductory engineering classes.

ISBN: 9781339144481Subjects--Topical Terms:

526216
Industrial engineering.

The efficient classroom: How team-based learning and lecture video acceleration affect the learning efficiency and effectiveness of a first-year engineering course.
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245 1 4 $a The efficient classroom: How team-based learning and lecture video acceleration affect the learning efficiency and effectiveness of a first-year engineering course.
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500 $a Source: Masters Abstracts International, Volume: 55-02.
500 $a Adviser: Michael Dorneich.
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520 $a This paper researches the impact of the team-based learning (TBL) pedagogy and video lecture viewing strategies on an introductory engineering course. Teaching an introductory engineering course is a complex task because the students vary greatly in ability and experience. As the demand for engineers grows, emphases are placed on introductory engineering courses to effectively and efficiently educate the student in order to prepare them for their future engineering coursework and career. TBL, especially with the use of video lectures, has shown promise as an educational tool for a broad variety of students, but more research is needed. This paper describes three studies that provide more insight into whether the TBL pedagogy with video lectures is sufficient to provide the flexibility, performance, and preferential environment needed for introductory engineering classes.
520 $a The first study compares two semesters of the TBL pedagogy to two semesters of the traditional pedagogy in a first-year Industrial Engineering course. This comparison demonstrated that students perform slightly better in the TBL pedagogy, students have a strong preference for the TBL classroom, and TBL provides a more engaging and interactive environment. The second study surveyed both first-year engineering students and the general university student population to understand the lecture video viewing habits of students. The study showed that approximately 45% of the students sampled accelerate video lectures to 1.25X or 1.5X normal speed and another 45% of students watch them at normal speed. Less than 10% of the students accelerate videos faster than 1.5X normal speed. The third study investigated the trade-off between video acceleration and video comprehension and how practice watching accelerated videos impacts that trade-off. The results show that video acceleration up to 2X normal speed may be warranted if full comprehension of the video is not required and time is a priority. Together, these three studies show that the TBL classroom has the ability to provide a more efficient and effective learning environment that students prefer.
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