Rashmita After this some predefined activity like Flipped classroom

Rashmita Kumari Mohapatra
Assistant
Prof (TCET, Mumbai)
[email protected]
 

 

Sonali Singh
Assistant
Prof (TCET, Mumbai)
[email protected]
 

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Nikhil Tiwari
Assistant
Prof (TCET, Mumbai)
[email protected]

Abstract: The challenges faced by an entrant
of an undergraduate course studied Basic Electrical Engineering is in perceptive
the essentials of Direct Current (D.C.) & Alternating Current circuits
(A.C.). To overcome the challenge, a course website was introduced to enhance
the learning in D.C. & A.C. circuits. Animated videos play an important
role within the frame of training and education  across the world. To improve the performance
of students in continuous internal evaluation (CIE), there was a need to
improvise their understanding the concepts of D.C. & A.C. circuits; hence
this activity was designed and implemented. The website was design with help of
Google site. This online tool was applied in designing structured learning
experiences and it was targeted to enhance understand the fundamentals of D.C.
& A.C. circuits. Students were encouraged to study online material given on
website. After this some predefined activity like Flipped classroom was done.
Flipped classroom is a form of blended learning, where students increase
understanding online by watching video lectures, typically at outside the class
room, and what used to be groundwork (assigned problems) is done in class room.
Here, teachers offer more modified supervision and communication with students,
instead of lecturing them. This is also; sometimes known as backwards
classroom, flipped classroom, reverse teaching, and the Thayer Method. The
comeback from the students’ feedback showed that they were more fulfilled with
simulation assignment compared to conventional one; it helped them to
understand theoretical concepts better. It also showed increased participation
in learning during the activity. The act in CIE was compared with semester end
examination (SEE), and it was create that the students’ performance in SEE
showed major improvement in perceptive the concept of A.C. circuits. The work presented
in this paper summarizes the effectiveness of model put together used in
attractive teaching and education in fundamental course
of electrical engineering.

Keywords: Course Website, Electrical, Learning, Teaching, Flipped classroom,
reverse teaching and backwards classroom.

 

A.     
Literature Review

 

In fundamental Electrical Engineering course, D.C. & A.C.
circuit’s analysis topic is a requirement for electrical engineering technology
curricula. Typically, this course has been taught
using some traditional methods where a set of concepts are presented to the
students in the classroom. During last two decades, diverse training
methodologies have been adopted to help students be taught the topic better.
Kulatunga (1999), for instance,
implemented computer-based review sessions to get better students’ theoretical
perceptive of electrical circuits 1. Starting with the statement that if
students participated in interactive evaluation sessions on concepts taught
before new concepts were introduced, these students would be more likely to relate  what  the  learned 
to   multifaceted   problems more
effectively. Reisslein et al. (2005)
investigated the impact of text- and pictorial-based training prompts in a
computer based knowledge environment created for electrical circuit analysis on learning 2. Other theoretical and pedagogical methods for Basic Electrical Engineering courses
are profuse in the writing, including using behavioral study to boost student
self-belief and improving student’s life-long knowledge skills via student-centered teaching and learning 3. Other techniques of training which are applicable to courses
include the work by Michael Prince (2005) on
cooperative learning in freshmen courses 4.

 

He worked on active
learning methods. Active Learning refers to “any instructional method that
engages the students in the education process.” Prince states shared learning
as “any instructional technique in
which students’ effort together in small groups toward a general objective.”
Finally, supportive knowledge involves “a prearranged form of assembly work
where students follow common goals while being
examined independently.” Karla A. Smith et al. (2005) 5 concentrates on
classroom-based pedagogies of appointment, particularly supportive and
problem-based education. It includes
a concise history, theoretical roots, research sustain, summary of practices, and suggestions for redesigning
engineering classes and programs to
consist of more student commitment.
Authors also outline the research ahead for enlarge
a method, which allows the students to focus their fundamental motivation onto
the learn project itself and not onto
the extrinsic inspiration, namely test results. In Flipped instruction, the
students first study the topic by themselves, typically using video lessons
organized by the teacher 1, 2 or third parties. In class students apply the
information by solving problems and doing practical work 3-5. Flipped classrooms
grant class time for hands-on work 9. Students learn by doing and asking
questions. Students can also facilitate each other, a process that profits both
the advanced and less advanced learners 10. Flipping also changes the
distribution of teacher time. The perspective behind the flip is that teachers
can expend time working with students who need their help in the classroom and
students can effort together to solve problems rather than sitting home alone with
work they might not be acquainted  with
nobody to ask for help.

 

               Flipped instruction

 

The lessons of flipped classrooms were
based on the theory of Bloom’s revised taxonomy of cognitive domain. In
employing flipped classroom, remembering and understanding as the lowest levels
of cognitive domain are accomplished outside the class hour (Krathwohl &
Anderson, 2010). While in the classroom, the learners focused on higher forms
of cognitive work, including applying, analyzing, evaluating, and creating. The
following Figure 1 illustrates the level of students’ learning in the flipped
learning according to Bloom’s revised taxonomy.

 

 

In Class

At home

          Bloom’s Taxonomy in flipped Classroom

 

With the flipped
model, the lower levels are offered before class in the course of animated
video post on course website. Readings, simulations, and other materials were
also provided for learning so that in-class time can be spent working on higher
levels of learning from application to evaluation 10.

 

B.
Methodology

 

Problem definition

 

To get better teaching and
learning process by introducing a course website to support the fundamental
concepts of learnt. Dwight and Juan (1997) 7 gave different approach to
introduce freshmen students to electrical engineering (EE). The main goals were
to clear the basics of subject, give profound knowledge and increase student’s
interest in subject.

 

Since preliminary courses engage
in recreation a significant role in student retention and success, there arises
a need to create new ideas to
guarantee student interest, concentration and
learning. Many groups studied innovative methods to achieve the desired
classroom goals. Instructors are always looking for innovative methods to teach
students the engineering concepts in fundamental courses. Fundamental courses
are particularly important for student retention, since these courses are the
students’ “first impression” of the engineering department or program. In
addition, the apprentice is more excited
to explore soft skills and apply fundamental concepts learnt. In this paper, courser website is utilized
to improve the teaching and learning process for
the subject.

 

Course website

 

The course website can be design many different disciplines. Here
with the help Google site a free website was prepare for Basic Electrical
Engineering. The course Website is: https://sites.google.com/view/beetcet/home.
This website contains animated videos of various topics from subject, which
includes basic concepts of Physics, Electrical Engineering and introduction to
Basic Electrical Engineering laboratory. The website also encourage students to
take self test or learn subject through Project Based Learning (PBL)

 

a)             
The objectives of the activity

·        
To comprehend
the concepts of D.C. & A.C. circuits
through Animated Video.

·        
To provide opportunities for
students to self evaluate.

·        
To comprehend
the concepts Basic
Electrical Engineering laboratory.

·        
To gain knowledge by making small project.

 

b)      Conduction of the activity

·        
The class strength of 64.

·        
Before starting any new topic, teacher asked all
students to watch videos on course website.

·        
Next day teacher asked question based on the video.

 

C) Role of teacher before
and after the activity

Apart from the regular
classroom teaching the teacher should use principles of instruction to select
or plan and develop activities to best help students learn.

 

(i)        
Before

•           
Instructed how to use website for gain subject
knowledge.

•           
The students were familiarized with
the use of www.google.com

•           
Emphasis was given
on

•           
Animated video of Basic Concepts

•           
Online Quizzes.

•           
Other activity like PBL.

 

(ii)      
After

·        
Students took a self evaluate quiz.

·        
Teachers asked pre defined questions to the
students.

·        
Students made small project on the subject. 

 

 

C.
Results

 

To realize the impact of
learning happened through course website of basic electrical engineering, two written
examination was conducted and feedback was taken.

The fig. 1 shows the
comparison of student’s attendance in the class.

 

Fig. 1 Attendance Analysis

The results shows that,
though the number of students having more than 75%  in 2017, is less, as compare to 2016, average
students attendance is still almost same.

The result of Term Test-1
and Term Test-2 are also improved slightly as comparison to previous year. 

 

 

Fig. 2 Result Analysis-1

 

Fig. 3 Result Analysis-2

.

 

 

 

D.  CONCLUSION

In organize to go for active
education, the course website strategy was applied to enhance student’s
interest and knowledge. Some students do not grab the idea in the commencement
but because of online support they can understand the idea. The Flipped instruction
concept enables communication among students, and among students and Teachers.  Examination results show significant
improvement in student’s results. A flipped classroom concept, allow facilitator
greater approaching into students’ grasp of information and education as a
result of increased student/teacher interaction. Students also have the
opportunity to “replay” the lectures several times before formulating
their questions. The drawbacks of this activity is all student should have
active involvement, regularity in addition to resource like pc, internet. The
results of the study suggest need for further research. Currently, more study
to investigate the impact of web-based learning should be done. More research
is needed; first, perform the same concept with more courses and students and
teacher involvement. Second, look at course website material usefulness with
students of special needs. Course website approach can be used in preliminary
and remedial ideas. The teacher should start small and keep it simple. Finally,
developing a course website is a collegial process 2016.  

 

REFERENCES

 

 

1.      
Kulatunga, A, “Improving
Students’ Conceptual Understanding of Electrical and Electronics Circuits Via
Computer- Based Review Sessions,” Journal of. Industrial Technology, Vol. 15, No.
2, pp. 1-5, 1999.

2.      
Reisslein, J., Atkinson, R. K.,
Seeling, P. and Reisslein, Martin, 2005, “Investigating the Presentation and Format
of Instructional Prompts in an Electrical Circuit Analysis Computer-Based
Learning Environment,” IEEE Trans. Education, Vol. 48, No. 3, August2005.

3.      
Hudson, T. A., Goldman, M., and
Sexton, S. M., 2008, “Using Behavioral Analysis to Improve Student Confidence
with Analog Circuits,” IEEE Transactions on Education, Vol. 51, No. 3, pp. 370-
377, August 2008.

4.      
Michael Prince, “Does Active
Learning Work? A Review of the Research,” Journal of Engineering Education, pp.
223-231, July2005.

5.      
Karla A. Smith, Sheri D. Sheppard,
David W. Johnson, and Roger T. Johnson, “Pedagogies of Engagement:
Classroom-Based Practices,” Journal of Engineering Education, pp. 87-101,
Jan.2005.

6.      
R. Pucher, A Mense and H. Wahi,
“How to Motivate Students in Project Based Learning,” 6thIEEE Africon Conference
in Africa, Vol. 1, pp 443-446, Oct 2-4, 2002.

7.      
Dwight F. Mix and Juan Carlos
Balda, “ELEG 1003– Introduction to Electrical Engineering: An Approach to
Motivate and Teach EE Freshmen,” Proceedings of the IEEE Frontiers in Education
Conference, Vol. 3, pp. 1215-1218, Pittsburg, Pennsylvania, Nov. 5-8,1997.

8.      
Muhamad Rashid, ” Introduction
to PSPICE using Or CAD for circuits and Electronics”, Third Edition, Pearson
Education

 

9.      
Christopher Nwosisi, Alexa
Ferreira, Warren Rosenberg, and Kelly Walsh “A Study of the Flipped Classroom
and Its Effectiveness in Flipping Thirty Percent of the Course Content”, International
Journal of Information and Education Technology, Vol. 6, No. 5, May 2016

 

10.   
Zamzami Zainuddin and Siti
Hajar Halil, “Flipped Classroom Research and Trends from Different Fields of
Study”, International Review of Research in Open and Distributed Learning,
Volume 17, Number 3, April

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