Jia-g Lin

A framework to examine fidelity of implementation of a hybrid instructional model for computer engineering courses

This paper describes a framework adopted to examine the fidelity level of the implemented curriculum in a computer engineering course. The framework allows education researchers to analyze how an applied hybrid instructional model impacts student learning methodically. This study helps to gain insights into how instructors pedagogical and content knowledge has shaped the curriculum implementation. Factors that influence the intended, implemented, and learned curriculum are discussed.

Classroom discourse development for "Flipping classrooms": Theoretical concepts, practices, and joint efforts from engineering students and instructors

This study applies discourse analysis using revised taxonomy to evaluate the effectiveness of the instructional model and assess students learning gains simultaneously. It examines conditions for the development of classroom discourse that facilitates learning in flipped classrooms.

Helping engineering students develop skills in content-based problem solving workshops outside classrooms

This paper describes practices of the Supplementary Instruction (SI) Problem-Solving Workshop in helping entering engineering students develop the concept of problem solving and obtain the necessary knowledge and skills required to succeed in their courses.

Engineering Report: A tool to facilitate learning for real-world problem solving

Data from a design-based pilot study that applied Engineering Report team project in facilitating the development of problem solving skills in a real-world situation are reported. Pedagogies validated in Model Eliciting Activities (MEA) and instructions for solving ill-structured problems are applied to the design and the implementation of the Engineering Report project. Students written work and oral presentations are reviewed, using developed rubrics. In general, students gained engineer experiences and skills in analyzing a hydroelectric system. However, uneven learning outcomes are observed. Students who embraced the learning opportunity and learned to articulate problem spaces displayed positive learning outcomes beyond expectations. Instructional interventions are necessary to support students who are not able to break boundaries imposed by accustomed traditional approaches.

Adapting a concept of framing to understand how students learn in problem-centered group learning in flipped engineering classrooms

A concept of framing is adapted for analyzing how students learn in problem-centered group learning. Students contributions to discourse are analyzed and associated with their conceptual understanding and growth. Characteristics indicating conceptual understanding, along with factors influencing classroom interactions for conceptual growth are reported. Resources that support designing and conducting learning activities in “flipped classrooms” are discussed.