Transforming a Flipped STEM Course Through Adaptive Learning

通过适应性学习转变翻转 STEM 课程

• 批准号: 1609637
• 负责人: Autar Kaw
• 金额: $ 29.98万
• 依托单位: University of South Florida
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2016
• 资助国家: 美国
• 起止时间: 2016-09-01 至 2020-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1609637&HistoricalAwards=false
• 关键词: Transforming; Flipped; STEM; Course; Through

One of the National Academy of Engineering's 21st Century Grand Challenges is "Advancing Personalized Learning" and this project helps to contribute to this knowledge base. Active learning in the classroom has been proven to be an effective approach to improve student learning and engagement, as well as readiness for the STEM workforce. An example of active learning, which will be part of this project, is the flipped classroom model where the sequence of content delivery and practice of problem solving is flipped. Students are initially introduced to the lecture content prior to and outside of class, and participate in collaborative activities under the facilitation of an instructor during the classroom. To add to the flipped classroom model and to further enhance student learning, this project introduces a freely-available adaptive platform to personalize the pre-class activities for every learner. It is expected that this personalized pre-class experience will further enrich student collaboration and learning in the classroom. This project involves both development of the platform and assessment of student learning to investigate the efficacy of the method. This body of work will advance our understanding on the impact of the combined flipped and adaptive approaches on cognitive and affective learning gains of students from diverse populations.Many engineering problems result in mathematical models that do not have exact solutions or otherwise would take a long time to solve. To solve such problems, many engineering students and also mathematics students, take a course called Numerical Methods in order to learn computational techniques to solve complex mathematical models. The context of this project is a Numerical Methods course that will be redesigned as an active learning classroom incorporating adaptive (personalized) learning. More specifically, this project will compare the effectiveness of three instructional approaches (a flipped class with adaptive learning, a flipped class without adaptive learning, and a blended class without adaptive learning) on students' conceptual gains, procedural knowledge gains, higher-order problem solving, and affective learning. Both qualitative and quantitative metrics will be used during this investigation. Project deliverables include instructional materials and best practices for teaching Numerical Methods in a flipped setting on an adaptive platform. Dissemination avenues include the freely-available Knewton adaptive platform, an open education resource portal, and social media.

美国国家工程院的 21 世纪重大挑战之一是“推进个性化学习”，该项目有助于为这一知识库做出贡献。 事实证明，课堂主动学习是提高学生学习和参与度以及 STEM 劳动力准备程度的有效方法。 主动学习的一个例子是翻转课堂模型，其中内容交付和解决问题的实践的顺序被翻转，这将成为该项目的一部分。学生首先在课前和课外了解讲座内容，并在课堂上在讲师的帮助下参与协作活动。为了增加翻转课堂模式并进一步增强学生的学习，该项目引入了一个免费的自适应平台，为每个学习者提供个性化的课前活动。 预计这种个性化的课前体验将进一步丰富学生在课堂上的协作和学习。 该项目涉及平台的开发和学生学习的评估，以调查该方法的有效性。这项工作将加深我们对翻转和适应性相结合的方法对不同人群学生的认知和情感学习收益的影响的理解。许多工程问题导致数学模型没有精确的解决方案，否则将需要很长时间来解决。 为了解决此类问题，许多工科学生和数学学生都会学习一门名为“数值方法”的课程，以学习解决复杂数学模型的计算技术。 该项目的背景是一门数值方法课程，该课程将被重新设计为一个包含适应性（个性化）学习的主动学习课堂。 更具体地说，该项目将比较三种教学方法（带自适应学习的翻转课堂、不带自适应学习的翻转课堂和不带自适应学习的混合课堂）对学生概念增益、程序性知识增益、高阶问题的有效性。解决问题和情感学习。本次调查期间将使用定性和定量指标。 项目可交付成果包括在自适应平台的翻转环境中教授数值方法的教学材料和最佳实践。传播途径包括免费提供的 Knewton 自适应平台、开放教育资源门户和社交媒体。