Sergeyev, A., & Alaraje, N. (2013, June), Traditional, Blended, and On-Line Teaching of Electrical Machinery Course  Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. 10.18260/1-2--22644

\bibitem{asee_peer_22644}
  Sergeyev, A., \& Alaraje, N. (2013, June), \emph{Traditional, Blended, and On-Line Teaching of Electrical Machinery Course}
  Paper presented at 2013 ASEE Annual Conference \& Exposition, Atlanta, Georgia.
  10.18260/1-2--22644

Aleksandr Sergeyev and Nasser Alaraje.  "Traditional, Blended, and On-Line Teaching of Electrical Machinery Course".  2013 ASEE Annual Conference & Exposition, Atlanta, Georgia, 2013, June.  ASEE Conferences, 2013.  https://sftp.asee.org/22644 Internet.  06 Jul, 2024

\bibitem{asee_peer_22644}
  Aleksandr Sergeyev and Nasser Alaraje.
  "Traditional, Blended, and On-Line Teaching of Electrical Machinery Course".
  \emph{2013 ASEE Annual Conference \& Exposition, Atlanta, Georgia, 2013, June}.
  ASEE Conferences, 2013.
  https://sftp.asee.org/22644 Internet.  06 Jul, 2024

@INPROCEEDINGS{asee_peer_22644
author = "Aleksandr Sergeyev and Nasser Alaraje"
title = "Traditional, Blended, and On-Line Teaching of Electrical Machinery Course"
booktitle = "2013 ASEE Annual Conference \& Exposition"
year = "2013"
month = "June"
address = "Atlanta, Georgia"
publisher = "ASEE Conferences"
note = {https://sftp.asee.org/22644}
number = {10.18260/1-2--22644}
}

TY  - CPAPER
AB  -            Traditional, Blended, and On-Line Teaching of Electrical                           Machinery CourseWith a increasing emphasis on student learning outcomes and assessment, educators constantlyseek ways to effectively integrate theory and hands-on practices in inventive course designmethodologies. Critics of engineering education argue that educational programs focus too muchon the transmittal of information through static lecture-discussion formats and routine use ofoutdated laboratory exercises. On the other hand, that active learning, learning that involveshands-on experience, significantly improves student comprehension and proficiency. It is clearthat understanding and retention are greatly enhanced when students engage in active learning.While theoretical knowledge remains a fundamental component of any comprehension process,the underpinnings of proficiency development seem to increase best through active learningpractices. What remains less clear is the “gold standard” for pedagogical approaches thatcombine theory and hands-on learning.The Electrical Engineering Technology program (EET) in the School of Technology atUNIVERSITY is constantly revamping the curriculum to meet the expectations of industry bysupplying qualified technicians and technologists who have extensive hands-on experience. Tofurther enhance and make the curriculum model more flexible, all programs across in the Schoolof Technology are developing and offering online courses in multiple disciplines. In this articlewe emphasize our attention on the development and implementation of three models of ElectricalMachinery course offering. The traditional way of teaching of Electrical machinery course forEET and Mechanical Engineering Technology (MET) majors has already been conducted forseveral times allowing authors to collect enough statistics for students' comprehension. The goalof a blended approach is to join the best aspects of both face-to-face and online instruction:classroom time can be used to engage students in advanced learning experiences, while the on-line portion of the course can provide students with content at any time of day allowing for anincrease in scheduling flexibility for students. The blended version of Electrical Machinerycourse has been developed and implemented three times, which triggered in turn triggered thedevelopment of fully on-line version of the course. The on-line Electrical Machinery course wasoffered in Track A of summer 2012 and is currently offered during Fall semester of 2012 for theclass of 50 students. The on-line version consists of the online learning modulus, online quizzesand exams, and intense laboratories.In this articles we discuss the structural details of all three course models, including thetheoretical topics and experimental exercises of the course, the technology that has been used forthe on-line materials development, implementation of the assessment tools to evaluate thestudents progress, and students' perception of all three models.
AU  - Aleksandr Sergeyev
AU  - Nasser Alaraje
CY  - Atlanta, Georgia
DA  - 2013/06/23
PB  - ASEE Conferences
TI  - Traditional, Blended, and On-Line Teaching of Electrical Machinery Course
UR  - https://sftp.asee.org/22644
DO  - 10.18260/1-2--22644
ER  -