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|\n|  |  |  |  |  |\n\nVOLUME 4 NUMBER 1 – wiNtER 2014  \nPreliminary Assessment of the Emporium Model in a Redesigned Engineering Mechanics Course  \nMASOUD RAIS-ROHANI  \nand  \nANDREW WALTERS Mississippi State University Starkville, MS  \nABStrACt  \nA lecture-based engineering mechanics course (Statics) is redesigned using the Emporium model. Whereas students study the material outside of class via asynchronous online delivery of the content and instructional videos, they do all the other activities (e.g., assignments, tests) either individually orin groups inside the classroom. Computer-and experiment-based assignments are used to engage students in active and collaborative learning. While supervising all the in-class activities, the course instructor and the learning assistants offer guidance to students as requested. Following a successful pilot study in spring 2009, all sections of the course were converted to the Emporium model and coordinated by the same instructor. The learning outcomes in the Emporium-based Statics and student grades in two subsequent courses are compared to those using the lecture-based approach. Details of the course redesign, learning outcomes, and student perceptions are presented to reveal opportunities and challenges in adoption of this model in other engineering courses.  \nKey words: Course redesign; Emporium model; Engineering mechanics  \nintrODUCtiOn  \nIn an effort to enhance learning, many educators have successfully developed and integrated multimedia and computer technology in engineering education [1-7] . Some of these tools are used to enhance the traditional (face-to-face) lecture format whereas others provide a framework for fully Web-based (online) or blended delivery of the course content. Although these tools help to diversify the delivery of instructional materials, the pedagogical paradigm of lecture-based instruction  \nwinter 2014 1  \nadvances in engineering education Preliminary assessment of the emporium Model  \n(on campus or distance) remains the same. Studies have shown that adding active and collaborative activities can increase the conceptual learning of students in engineering courses [8] .  \nMany studies suggest that Web-based instruction is as effective as traditional face-to-face lecture approach. Johnson et al. [9] concluded that even though students preferred their experience in the face-to-face course, there was no significant difference in the learning outcomes of the two methods of instruction. Another comparative study [10] showed a small increase in the students’performance in the Web-based class, but concluded that the improvement could be attributed to the slightly higher grade point average of the students in the Web-based course. Using a thorough survey of many comparative studies reported in the literature, Olson and Wisher [11] found that Web-based instruction can actually improve student performance. However, in terms of students’satisfaction with their educational experience, the face-to-face interaction gives the traditional approach a clear advantage over an online or distance instruction [12] .  \nRecent innovations to replace the traditional class lectures with more effective interactive learning sessions have included the so-called flipped, inverted, or inside-out classroom [13-16] . The principal goal is to eliminate the delivery of the course content during the regular class periods in favor of using pre-recorded lecture videos to be viewed by the students before coming to class. This change allows the class period to be used for a multitude of learning activities including discussion sessions, collaborative exercises, mastery quizzes, homework assignments, and team problem-solving sessions among others.  \nGuided by the innovative approaches developed by the National Center for Academic Transformation (NCAT), several nation-wide initiatives have been implemente","cbCainmh2a8ZVGay","https://ap.wps.com/l/cbCainmh2a8ZVGay","pdf",3809326,"English","# Preliminary Assessment of the Emporium Model in a Redesigned Engineering Mechanics Course\n## Abstract\n## Introduction","[{\"question\":\"How does the Emporium model change the Statics course delivery?\",\"answer\":\"Course content and instructional videos are delivered asynchronously online, while most assignments and tests occur in-person during class for individual or group work.\"},{\"question\":\"What learning activities are emphasized in the redesigned course?\",\"answer\":\"Computer- and experiment-based assignments are used to promote active and collaborative learning, with instructor and learning assistants offering guidance during in-class work.\"},{\"question\":\"What evidence is used to evaluate the redesigned course?\",\"answer\":\"Learning outcomes and student grades in subsequent courses are compared between the Emporium-based Statics approach and the earlier lecture-based method, alongside student perceptions.\"}]","Advances in Engineering Education - Volume 4 - Winter 2014 | PDF",1792065630,48]