Matching Course Assessment of a First Year Material Science Course to the Blended-Learning Teaching Approach

A. Pfennig
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引用次数: 7

Abstract

First year mechanical engineering students fear material science as one of the fundamental courses with high work load. As one of the most of important learning outcomes students are enabled to apply complex science of materials on the appropriate selection of engineering materials in different designs. Here knowledge on the correlation of materials properties, microstructure and their intended manipulation is substantial. The ability to combine these three columns of material science are not well constituted in one final exam. Therefore peer-to-peer lecture film supported inverted classroom scenarios were established to work in the course. These are provided via a highly structured moodle course following the blended learning approach. The special design of the moodle course gives students the chance to cumulatively accomplish micro-grades via multiple activities, such as tests, lectures, presentations, forum discussions and written homework and additionally glossary entries. Micro grades are then summed to obtain the overall course grade. Improved learning outcomes are demonstrated in high quality class discussions and most -important to studentsin better grades (average B) compared to those being assessed by one final exam only (average C+). The majority of students agreed on enhanced study skills when forced to study throughout the entire semester and solve hands-on problems instead of learning theory intensely towards the end of the semester. The learning structure as well as graded activities match the learning outcome – both being crucial elements of the course.
一年级材料科学课程与混合学习教学法的匹配性课程评估
机械工程专业的大一学生害怕材料科学作为一门基础课程,工作量很大。作为最重要的学习成果之一,学生能够将复杂的材料科学应用于不同设计中工程材料的适当选择。在这里,有关材料性质、微观结构及其预期操作的相关知识是实质性的。将材料科学的这三个栏目结合起来的能力不是一次期末考试就能很好地体现出来的。因此,建立了点对点讲座电影支持的倒立课堂场景,以在课程中发挥作用。这些是通过高度结构化的moodle课程提供的,遵循混合学习方法。moodle课程的特殊设计使学生有机会通过多种活动,如测试、讲座、演讲、论坛讨论、书面作业和额外的词汇条目,累积完成微分数。然后将微分数相加,得到整个课程的分数。提高的学习成果体现在高质量的课堂讨论中,最重要的是,与那些只参加一次期末考试(平均C+)的学生相比,学生的成绩更好(平均B)。大多数学生都同意,如果强迫他们整个学期都学习,解决实际问题,而不是在学期末集中学习理论,他们就会提高学习技能。学习结构和分级活动与学习成果相匹配——两者都是课程的关键要素。
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