Using active learning in hybrid learning environments
Paper in proceeding, 2020

In this paper, an innovative pedagogical approach relying on flipped classroom and offered in a hybrid learning environment combining on-site and off-site attendees is proposed. The set-up is furthermore tested on two short courses offered at Chalmers University of Technology and analyzed using student course evaluation questionnaires. Several elements constitute the backbone of the courses. Such elements are either offered in an asynchronous fashion or in a synchronous fashion. The asynchronous elements are made of textbooks specifically written for the respective courses, pre-recorded short webcasts explaining the key concepts of the textbooks and on-line quizzes giving formative feedback to the students. Such elements should thus be studied by the students before attending the synchronous sessions. Because of the preparatory work made by the students, the synchronous sessions can focus on much more active forms of learning under the teacher’s supervision. The success of the pedagogical approach entirely depends on the contents of the synchronous sessions, which need to be carefully planned and designed so that they promote student learning. Although the hybrid learning environment gives rise to some additional challenges from a teacher’s perspective, it also gives much more flexibility in attracting students from remote locations, without compromising the learning experience.

nuclear engineering education

hybrid learning environment

flipped classroom

active learning

Author

Christophe Demaziere

Chalmers, Physics, Subatomic, High Energy and Plasma Physics

International Conference on Physics of Reactors: Transition to a Scalable Nuclear Future, PHYSOR 2020

2419-2429

2020 International Conference on Physics of Reactors: Transition to a Scalable Nuclear Future, PHYSOR 2020
Cambridge, United Kingdom,

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Areas of Advance

Energy

Subject Categories

Pedagogical Work

Other Physics Topics

Learning and teaching

Pedagogical work

DOI

10.1051/epjconf/202124714001

More information

Latest update

6/29/2021