Abstract
Hybrid online delivery, which is also referred to as mixed-mode delivery, utilizes a combination of online content and traditional face-to-face methods which may benefit significantly from specific delivery adaptations for undergraduate engi-neering curricula. Herein, a novel eight-step phased instructional flow with several targeted adaptations is used to accommodate the mixed-mode delivery of STEM curricula is evaluated with a longitudinal study of students afforded these adapta-tions versus those without them. This STEM Blended Delivery Protocol (STEM-BDP) emphasizes scaffolding of analytical procedures along with hands-on prob-lem solving throughout online and face-to-face components equally. Two high enrollment course case studies utilizing STEM-BDP are examined herein, includ-ing an Electrical and Computer Engineering required core undergraduate course and a Mechanical and Aerospace Engineering undergraduate course. The details of the STEM-BDP delivery strategies, learning activities, and student perceptions surveys are presented. Student-resolution longitudinal analysis within a controlled study using blinded evaluation indicates that over a five-year period, failure rates have decreased by 63% among students undergoing STEM-BDP while control and alternatives have not demonstrated similar improvements within the same degree programs. 
 Given increasing enrollments within STEM curricula, it is sought to overcome challenges of conventional lecture-only delivery in high-enrollment courses.
Highlights
Subsequent sections describe in detail what is novel about this approach
Active learning, and interaction are key elements of good course design for any discipline, [25] highlighted that they are important in the STEM fields when they reported “We show that a highly structured course design, based on daily and weekly practice with problem-solving, data analysis, and other higher-order cognitive skills, improved the performance of all students in a collegelevel introductory biology class and reduced the achievement gap between disadvantaged and nondisadvantaged students—without increased expenditures”
The University of Central Florida (UCF) Institutional Knowledge Management (IKM) office collected and analyzed the Drop-Failure-Withdrawal (DFW) rate in EEL4768: Computer Architecture which requires either of the co-listed pre-requisite courses EEL3801: Computer Organization or CDA3103: Computer Organization
Summary
‘Blended learning,’ ‘mixed-mode delivery,’ ‘flipped classroom,’ and ‘hybrid online and face-to-face instruction’ are terms which are frequently used to refer to the interwoven conveyance of electronically-delivered and in-class learning modalities [1] [14] [16] [30] [45] [49]. Whereas there is considerable information in the literature on various flipped classroom approaches, this paper begins by identifying some open issues with respect to the use of blended delivery within STEM. Lecture delivery relies predominately on teacher-driven transfer of knowledge within a regimented classroom setting which offers limited opportunities to engage broader skills central to STEM and codified in ABET accreditation criteria. This has motivated research to sustain content engagement [6] and overcome live lecture’s challenges at engaging critical thinking and soft skills within its classroom setting [28]. Results will be presented to provide the evidence of applicability of STEM-BDP to large-enrollment Electrical/Computer Engineering and Mechanical Engineering courses, associated challenges, tools, and suggestions for success
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: International Journal of Emerging Technologies in Learning (iJET)
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
