Traditional engineering instruction is deductive, beginning with theories and progressing to the applications of those theories Alternative teaching approaches are more inductive Topics are introduced by presenting specific observations, case studies or problems, and theories are taught or the students are helped to discover them only after the need to know them has been established This study reviews several of the most commonly used inductive teaching methods, including inquiry learning, problem-based learning, project-based learning, case-based teaching, discovery learning, and just-in-time teaching The paper defines each method, highlights commonalities and specific differences, and reviews research on the effectiveness of the methods While the strength of the evidence varies from one method to another, inductive methods are consistently found to be at least equal to, and in general more effective than, traditional deductive methods for achieving a broad range of learning outcomes

Inductive Teaching and Learning Methods: Definitions, Comparisons, and Research Bases

There is increasing pressure for Higher Education institutions to undergo transformation, with education being seen as needing to adapt in ways that meet the conceptual needs of our time. Reflecting this is the rise of the flipped or inverted classroom. The purpose of this scoping review was to provide a comprehensive overview of relevant research regarding the emergence of the flipped classroom and the links to pedagogy and educational outcomes, identifying any gaps in the literature which could inform future design and evaluation. The scoping review is underpinned by the five-stage framework Arksey and O'Malley. The results indicate that there is much indirect evidence emerging of improved academic performance and student and staff satisfaction with the flipped approach but a paucity of conclusive evidence that it contributes to building lifelong learning and other 21st Century skills in under-graduate education and post-graduate education.

The use of flipped classrooms in higher education: A scoping review

/pdf/human-nature-and-the-social-order-3yqr9a7m4c.pdf

Human Nature and the Social Order.

Microalgae dewatering is a major obstruction to industrial-scale processing of microalgae for biofuel prodn. The dil. nature of harvested microalgal cultures creates a huge operational cost during dewatering, thereby, rendering algae-based fuels less economically attractive. Currently there is no superior method of dewatering microalgae. A technique that may result in a greater algal biomass may have drawbacks such as a high capital cost or high energy consumption. The choice of which harvesting technique to apply will depend on the species of microalgae and the final product desired. Algal properties such as a large cell size and the capability of the microalgae to autoflocculate can simplify the dewatering process. This article reviews and addresses the various technologies currently used for dewatering microalgal cultures along with a comparative study of the performances of the different technologies.

Dewatering of microalgal cultures : a major bottleneck to algae-based fuels

アイデンティティとライフサイクル = Identity and the life cycle

An inverted, or flipped, classroom, where content delivery includes video lectures watched outside of the classroom, is a method that can free classroom time for learner-centered activities such as active and problem-based learning. This study compared the effectiveness of an inverted classroom to a traditional classroom in three areas: 1) content coverage; 2) student performance on traditional quizzes and exam problems; and 3) student observations and perception of the inverted classroom format. A control-treatment experiment comparing an inverted classroom to a traditional lecture-style format was used. The results show that: 1) the inverted classroom allowed the instructor to cover more material; 2) students participating in the inverted classroom performed as well or better on comparable quiz and exam questions and on open-ended design problems; and 3) while students initially struggled with the new format, they adapted quickly and found the inverted classroom format to be satisfactory and effective.

Comparing the Effectiveness of an Inverted Classroom to a Traditional Classroom in an Upper-Division Engineering Course

The educational benefits of learner-centered instruction, including active, collaborative, and problem-based learning, are widely recognized. However, educators are often reluctant to implement learner-centered activities because they perceive doing so will reduce class content coverage. An inverted classroom is a method that can free classroom time for learner-centered activities. In an inverted classroom (IC), course content is disseminated outside the classroom through mediums such as video lectures and web-based tutorials, in addition to traditional methods such as assigned reading, assigned homework problems, interactive exercises, and power-point presentations. Students are responsible for learning basic course material outside of class time. Unlike an online class, an IC includes face-to-face time with the instructor in classroom or laboratory setting where the material learned outside of class is discussed and applied. The IC allows an educator to present course material in several different formats, and so engages the different learning styles and preferences of students. The IC format encourages students to become self-learners and help prepare them for how they will need to learn as practicing engineers. Our experience shows that the IC format can free class time for learnercentered activities without sacrificing course content. This paper describes the implementation of an IC in a senior-level Control Systems course. Two offerings of these courses with 20-25 students each have been entirely taught as inverted. This paper describes best practices in offering these courses, including suggestions for instructors on preparing video lectures and structuring the course to provide a safe environment for students to learn in this unique format. Three years of assessment data are presented in this paper, including student exam performance, and instructor and student observations and perceptions of the inverted classroom format collected through surveys and interviews. Key results from assessments are: 1) although there was some initial resistance from the students to the new format, students adjusted to the format after a few weeks – the format should be implemented for an entire term in order to obtain full benefits of this approach; 2) students showed an increased awareness of the importance of self-learning and the benefit of taking responsibility for their own learning; 3) the format frees time for students to individually or collaboratively solve more problems than in a lecture setting and opens the opportunity to implement problem-based learning without sacrificing content coverage; 4) student performance on exams and homework was not diminished through the uses of an IC; 5) aside from the initial time investment by the instructor to create on-line content, the work load on the instructors and the students was not much different than in the traditional classroom; 6) the video-lectures don’t need to be production quality, rather content-focused and succinct; 7) an IC should be offered with an adequate course structure, including a guide to the on-line content.

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Teodora Rutar Shuman

Papers

Comparing the Effectiveness of an Inverted Classroom to a Traditional Classroom in an Upper-Division Engineering Course

Inverting (Flipping) Classrooms - Advantages and Challenges

Thermal pretreatment of algae for anaerobic digestion.

Low-energy input continuous flow rapid pre-concentration of microalgae through electro-coagulation–flocculation

An ultra-low energy method for rapidly pre-concentrating microalgae.