Research Article

Load Lines of Transistor Circuits: A Unifying Educational Approach Using Blended Learning and Flipped Classroom

Gerasimos Pagiatakis
School of Pedagogical and Technological Education, Greece
Nikolaos Voudoukis
National Technical University of Athens, Greece
* Corresponding author
DOI icon 10.24018/ejece.2022.6.2.397

Read Counter
350

Downloads
316

Citations

Share

Article Sidebar

Submitted 2022-01-05
Published 2022-04-22

Read counter = 350 times

Table of Contents

Article Main Content

The paper presents the application of the blended learning and flipped classroom principles to the teaching of the load line concept. Blended learning is a rapidly evolving approach towards the direction of actively engaging students in the learning process. Flipped classroom is a proposal, in the blended learning context, suggesting that in-class students’ activities, supported by educational material made available to them in advance, could replace the traditional pattern of lectures led by teachers followed by homework. The lesson was designed according to established design principles. The content was divided into two parts. The first part was the preparation material, which was mainly pre-existing resources. Such resources can be notes, slides, videos, etc. taking into account self-assessment tests and the difficulties faced by students on the topic. All the preparation material was available online. The second part was the in-class activities including various design and decision problems, debates and logical exercises. The students in the class worked individually and in groups also participating in a peer-review activity. The participating students on the flipped classroom approach evaluated the project with a quite positive view compared to the conventional teaching forms. The aim of this work is to present the concept and applications of the load line in a unified and mathematically straightforward manner and, at the same time, employ the blended-learning and “flipping-the-classroom” approach in order to enhance students’ understanding and learning outcomes.

Keywords: engineering and technology, electronics, load lines, transistor circuits, blended learning, flipped classroom, active learning

References

  1. Rosa-Pohl D.G., Long S.A., & Goodwin C. Introduction to digital logic project in a ?rst-year honors engineering course. ASEE Annual Conference & Exposition, 2013, June, Atlanta, GA.
     Google Scholar
  2. Bishop J.L., & Verleger M.A. The ?ipped classroom: A survey of the research. ASEE Annual Conference & Exposition, 2013, June, Atlanta, GA.
     Google Scholar
  3. Strayer J.F. How learning in an inverted classroom influences cooperation, innovation and task orientation. Learning Environments Research, 2012;15:171?193. doi: 10.1007/s10984-012-9108-4.
     Google Scholar
  4. Koproske C. The promise and perils of innovation: Part I. Education Advisory Board, 2012, Webinar retrieved from http:// www.eab.com/research-and-insights/academic-affairs-forum/events/ web conferences/2012/the-promise-and-perils-of-innovation-part-i.
     Google Scholar
  5. Day J., & Foley J. Evaluating web lectures: A case study from HCI. Extended Abstracts Proceedings of the Human Factors in Computing Systems Conference, 2006, April, 195?200, Montreal, Quebec, Canada. doi.org/10.1145/1125451.1125493.
     Google Scholar
  6. Mason G.S., Shuman T.R., & Cook K.E. Comparing the effectiveness of an inverted classroom to a traditional classroom in an upper division engineering course. IEEE Transactions on Education, 2013, 56, 430?435. doi: 10.1109/TE.2013.2249066.
     Google Scholar
  7. Rooney J.E. Blending learning opportunities to enhance educational programming and meetings. Association Management, 2003, 55, 26-32.
     Google Scholar
  8. Bersin & Associates. Blended learning: What works? An industry study of the strategy, implementation, and impact of blended learning, 2003, Retrieved from http://www.learningcircuits.org/2003/jul200/bersin.htm.
     Google Scholar
  9. Orey M., Definition of Blended Learning, 2002, University of Georgia.
     Google Scholar
  10. Orey M. One year of online blended learning: Lessons learned. Paper presented at the Annual Meeting of the Eastern Educational Research Association, 2003, March, Sarasota, FL.
     Google Scholar
  11. Singh H., & Reed C. A White Paper: Achieving Success with Blended Learning, 2001, Centra Software.
     Google Scholar
  12. Driscoll M. Blended Learning: Let's get beyond the hype. E-learning, 2002;1:1-3.
     Google Scholar
  13. Reay J. Blended learning ? a fusion for the future. Knowledge Management Review, 2001;4:6. doi: 10.4018/978-1-4666-0939-6.ch002.
     Google Scholar
  14. Sands P. Inside outside, upside downside: Strategies for connecting online and face-to face instruction in hybrid courses. Teaching with Technology Today, 2002;8:6.
     Google Scholar
  15. Young J.R. 'Hybrid' teaching seeks to end the divide between traditional and on line instruction. Chronicle of Higher Education, 2002;48:28.
     Google Scholar
  16. Saritepeci M., & Cakir H. The effect of blended learning environments on student motivation and student engagement: A study on social studies course, Education and Science. (E?itim ve Bilim), 2015;40:177. doi: 10.15390/EB.2015.2592.
     Google Scholar
  17. Ronchetti M. Using video lectures to make teaching more interactive. International Journal of Emerging Technologies in Learning, 20105:45-48.
     Google Scholar
  18. Felder R.M., & Silverman L.K. Learning and teaching styles in engineering education. Journal of Engineering Education, 1988;78: 674?681.
     Google Scholar
  19. Malvino A.P. Semiconductor Circuit Approximations (4th edition). 1985, McGraw-Hill: New York.
     Google Scholar
  20. Squire L.R. Mechanisms of memory, Science, 1986;232:1612?1619.
     Google Scholar
  21. Karpicke J., & Blunt J. Retrieval practice produces more learning than elaborative studying with concept mapping, Science, 2011;331:772?775.
     Google Scholar
  22. Novak G., Patterson E.T. Gavrin A.D., & Christian W., Just-In-Time Teaching: Blending Active Learning with Web Technology, Prentice Hall: Upper Saddle River, 1999, NJ.
     Google Scholar
  23. Hake R.R. Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 1998, 66(1). doi: 10.1119/1.18809.
     Google Scholar
  24. Freeman S., Eddy S.L., McDonough M., Smith M.K., Okoroafor N., Jordt H., & Wenderoth M.P. Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Scientists, 2014;111:8410?8415.
     Google Scholar
  25. Saha S.K. Design for effective teaching and learning in technical education. Paper presented at the National Conference on Design for Product Life Cycle, 2006, February, BITS, Pilani.
     Google Scholar
  26. Wood J., Campbell M., Wood K., & Jensen D. Enhancing the teaching of machine design by creating a basic hands-on environment with mechanical ?breadboards. International Journal of Mechanical Engineering Education, 2005;33:1-25. doi.org/10.7227/IJMEE.33.1.1.
     Google Scholar
  27. Bonwell C., & Eison J. Active Learning: Creating Excitement in the Classroom. AEHE-ERIC Higher Education Report No. 1, Washington, D.C.: 1991, Jossey-Bass.
     Google Scholar
  28. Gordin D., & Pea R.D. Prospects for scientific visualization as an educational technology. Journal of the Learning Sciences, 1995;4:249-279. doi.org/10.1207/s15327809jls0403_1
     Google Scholar
  29. De Marrais K., & Lapan S.D. Foundations for Research, Methods of Inquiry in Education and the Social Sciences. Lawrence Erlbaum Associates Inc., 2004, Mahwah.
     Google Scholar
  30. Deslauriers L., E. Schelew E., & Wieman C. Improved Learning in a Large-Enrolment Physics Class. Science, 2011;33:862-864. doi: 10.1126/science.1201783.
     Google Scholar
  31. Voudoukis N., Pagiatakis G. Operational amplifiers teaching and students? understanding, Proceedings of 2017 IEEE Global Engineering Education Conference (EDUCON).
     Google Scholar
  32. Voudoukis N. Models of Light and Properties of Light: Design and Assessment/Evaluation of a Simulation and Experimentation Supported Learning Environment. European Journal of Engineering Research and Science, June 2018; 3(6).
     Google Scholar
  33. Voudoukis N. Design, Description, Implementation and Assessment of a Multimedia Application with Simulations for Teaching Models of Light. European Journal of Engineering Research and Science, July 2018.
     Google Scholar
  34. Voudoukis N. Arduino Based Embedded Systems and Remote Access Technologies of Environmental Variables Monitoring. European Journal of Electrical Engineering and Computer Science, July 2019;3(4). DOI: 10.24018/ejece.2019.3.4.101.
     Google Scholar
  35. Pagiatakis G., Voudoukis N. and Uzunidis D. An example-based, unified presentation of Fourier Analysis to undergraduate electronic engineering students. INTED 2021, 15th annual International Technology, Education and Development Conference, 8-9 March, 2021.
     Google Scholar