Material science, one of the core courses with a significant workload, is feared by first-year mechanical engineering students. The capacity to apply sophisticated materials science to the proper selection of engineering materials cannot be measured in a single final test. In order to work in the blended-learning course, peer-to-peer lecture film enabled inverted classroom scenarios were built. The Moodle course's unique architecture allows students to earn micro-grades over time by participating in a variety of activities such as tests, lectures, presentations, forum discussions, written homework, and glossary entries. The overall course grade is then calculated by adding the micro grades. Improved learning outcomes can be shown in high-quality class discussions and, most importantly for students, slightly improved scores in some cohorts when compared to those tested solely by a final exam (average C+). The study's goal is to show one viable teaching pathway for aligning the course structure and graded activities to the targeted learning outcome - both of which are critical aspects in improving learning outcomes.
Author (S) Details
Prof. Anja Pfennig
HTW Berlin, University of Applied Sciences, Wilhelminenhofstraße 75A, 12459 Berlin, Germany.
View Book :- https://stm.bookpi.org/MPLLE-V8/article/view/3186
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