The efficient classroom: how team-based learning and lecture video acceleration affect the learning efficiency and effectiveness of a first-year engineering course

TL;DRAbstract

This paper researches the impact of the team-based learning (TBL) pedagogy and video lecture viewing strategies on an introductory engineering course. Teaching an introductory engineering course is a complex task because the students vary greatly in ability and experience. As the demand for engineers grows, emphases are placed on introductory engineering courses to effectively and efficiently educate the student in order to prepare them for their future engineering coursework and career. TBL, especially with the use of video lectures, has shown promise as an educational tool for a broad variety of students, but more research is needed. This paper describes three studies that provide more insight into whether the TBL pedagogy with video lectures is sufficient to provide the flexibility, performance, and preferential environment needed for introductory engineering classes. The first study compares two semesters of the TBL pedagogy to two semesters of the traditional pedagogy in a first-y

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