The effectiveness of teaching introductory electronics in an integrated teaching studio environment
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| Audience/Grade: | -College Freshman |
| Discipline(s): |
Electrical Engineering Engineering Education Research General Engineering, Engineering Science Manufacturing Engineering Mechanical Engineering |
| Special Topic(s): |
Teaching and Learning Research Center |
| Learning Resource Type: |
Reference - Educational Research Paper |
| Author(s): |
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| Description: | Abstract: "City University of Hong Kong has initiated a studio approach to teaching, starting with modules in introductory science and engineering. Studio teaching replaces the traditional large-group lecture, small-group tutorial and separate laboratory work with an integrated approach. It utilises computer-based teaching materials that emphasise multimedia and interactive learning. This paper describes the introduction of studio teaching for an introductory electronic engineering course designed for first-year Mechatronics Engineering degree students. The initial results for assessing the effectiveness of this type of teaching method are presented." <citation>Robin Bradbeer; The effectiveness of teaching introductory electronics in an integrated teaching studio environment; International Journal of Engineering Education; 15; 5; 344-352; 1999</citation> |
| Rating: |
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| Related Resources | |
| Is Component of: |
International Journal of Engineering Education |
| Usage Tip | |
| Related ABET Criteria: |
Academic Achievement Other Student Learning |
| Intervention(s): |
Interactive Laboratory (reformed) Lecture (active) Multimedia Studio approach |
| Use of Resource: |
Outcomes Evaluation <Academic Achievement>It is clear that, even without the laboratory component integrated into the curriculum, students using the ITS [(integrated teaching studio)] perform significantly better than those being taught using more traditional means. When the laboratory component is fully integrated into the ITS-based curriculum there is significant better performance at all levels. It is also clear that students taught in the ITS have significantly more in-depth understanding of the syllabus, as shown by the higher marks in the descriptive component of examinations.</Academic Achievement> <Student Learning>It is clear that, even without the laboratory component integrated into the curriculum, students using the ITS [(integrated teaching studio)] perform significantly better than those being taught using more traditional means. When the laboratory component is fully integrated into the ITS-based curriculum there is significant better performance at all levels. It is also clear that students taught in the ITS have significantly more in-depth understanding of the syllabus, as shown by the higher marks in the descriptive component of examinations.</Student Learning> <Other>On a more subjective basis, it is also noticed that students are more interested in learning in an ITS environment than in the traditional lecture-based one. Attendance records show this for the three cohorts examined in this paper.</Other> |
| Difficulty: |
Medium |
| Interactivity Level: |
Very low |
| Version Info | |
| Publication Date: | June 1999 |
| Platform/Format: |
Cross Platform |
| Cost: |
Free |
| Download URL: | http://www.ijee.dit.ie/articles/Vol15-5/ijee1073.pdf |
| Metadata: |
IEEE LOM Record |
| Collection: |
Pr2ove-It
International Journal of Engineering Education
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