Publications:Flipping a First Course on Cyber-Physical Systems -- An Experience Report
From ISLAB/CAISR
| Title | Flipping a First Course on Cyber-Physical Systems – An Experience Report |
|---|---|
| Author | Walid Taha and Lars-Göran Hedström and Fei Xu and Adam Duracz and Ferenc A. Bartha and Yingfu Zeng and Jennifer David and Gaurav Gunjan |
| Year | 2016 |
| PublicationType | Conference Paper |
| Journal | |
| HostPublication | |
| Conference | Workshop on Embedded and Cyber-Physical Systems Education (WESE 2016), Pittsburgh, PA, USA, Oct. 6th, 2016 |
| DOI | |
| Diva url | http://hh.diva-portal.org/smash/record.jsf?searchId=1&pid=diva2:974865 |
| Abstract | The flipped classroom format involves swapping activities traditionally performed inside and outside the classroom. The expected effectsfrom this swap include increased student engagement and peer-to-peer interaction in the classroom, as well as more flexible access to learning materials. Key criteria for successful outcomes from these effects include improved test scores and enhanced student satisfaction. Unfortunately, while many researchers have reported positive outcomes from the approach, some instructors can still encounter difficulties in reproducing this success.In this paper we report our experiences with flipping a first course on Cyber-Physical Systems at Halmstad University. The course is required for a Masters level program and is available as an elective for undergraduates. The focus of this report is on three separate editions of the course taught over three years. In the first year, lectures were recorded. In the second, the same instructor taught the course using the flipped format. In the third, new instructors taught it using the flipped classroom format.Our experience suggests that flipping a classroom can lead to improved student performance and satisfaction from the first edition. It can also enable new instructors to take over the course and perform at a level comparable to an experienced instructor. On the other hand, it also suggests that the format may require more effort to prepare for, and to teach, than the traditional format, and that a higher level of attention to detail is needed to execute it with positive outcomes. Thus, the format can be demanding for instructors. It is also the case that not all students preferred this format. |
