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This study evaluates a transformed electrical circuits course using in-class practice supported by a web-based feedback system, compared with the same content taught in a traditional lecture format. Across 243 students, the student-centered section shows significantly higher engagement and improved learning outcomes. The paper discusses specific instructional strategies and technologies used in the transformed course.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/large-lecture-transformation-improving-student-engagement-and-performance-through-in-class-practice-in-an-electrical-circuits-course/588721/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/large-lecture-transformation-improving-student-engagement-and-performance-through-in-class-practice-in-an-electrical-circuits-course/588721.png","ImageObject",300,407,{"name":92,"@type":93},"Rizky","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of this study on the transformed electrical circuits course?","Question",{"text":112,"@type":113},"To investigate whether a student-centered instructional approach improves students’ engagement and achievement in a transformed electrical circuits course compared with the traditional lecture-based format.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were students’ learning experiences structured in the two course sections?",{"text":117,"@type":113},"The student-centered section emphasized in-class problem-solving and homework supported by a web-based feedback system with instructor and teaching assistant guidance, while the lecture-based section relied on in-class lectures and homework.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the main results regarding engagement and learning outcomes?",{"text":121,"@type":113},"Students in the student-centered section were significantly more engaged and achieved higher learning outcomes than students in the lecture-based section.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588721,1792189752,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":26,"preview_page_count":4},962085564807,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","| | Ad | vances in Engineering Edu | cation |  |  |\n| --- | --- | --- | --- | --- | --- |\n|  |  |  |  | |  |\n|  |  |  |  |  |  |\n\nFALL 2017  \nLarge Lecture Transformation: Improving Student Engagement and Performance through In-class Practice in an Electrical Circuits Course  \nJAE-EUN RUSSELL  \nAND  \nMARK S. ANDERSLAND University of Iowa Iowa City, IA  \nSAM VAN HORNE University of Delaware  \nNewark, DE JOHN GIKONYO AND  \nLOGAN SLOAN University of Iowa Iowa City, IA  \nABSTRACT  \nPost-secondary educators are increasingly experimenting with the possibility of blending or replacing traditional lecture-based instruction with student-centered instruction. Although some studies have been completed, much remains to be learned about when and why student-centered instruction works and the effectiveness of specific approaches. The goal of this study was to investigate the effectiveness of a student-centered instructional approach on students’ engagement and achievement in a transformed electrical circuits course compared to the same course taught in a traditional lecture-based format. Two hundred and forty-three students participated in the study. Three surveys were administered during the semester, and participants’ demographic information, prior learning outcomes, and course outcomes were collected after the semester was over. The results indicated that students in the student-centered section were significantly more engaged and achieved higher learning outcomes than students in the lecture-based section. The specific instructional strategies and technologies used in the student-centered section are discussed.  \nKey words: Large classes, circuits, blended instruction  \nADVANCES IN ENGINEERING EDUCATION  \nLarge Lecture Transformation: Improving Student Engagement and Performance through In-class Practice in an Electrical Circuits Course  \nINTRODUCTION  \nIn traditional large lecture courses in engineering, most class time is focused on content delivery, and consequently, most practice occurs outside of class. This paper examines the potential benefits of adopting a student-centered instructional model that uses a web-based feedback system to allow more class time for problem-solving in a large engineering course.  \nAs the theoretical understanding of the process of cognition, learning, and teaching has moved from the behaviorist to constructivist perspective, teaching practices derived from constructivism have gained great popularity in higher education (Savery & Duffy, 1996) . The behaviorist view of learning is knowledge acquisition, in which teaching practices are focused on the efficiency of transmitting information, whereas the constructivist view of learning is the active process of construction of understanding, and teaching is focused on coaching to guide students’ learning process and understanding their thinking (Greeno, Collins, & Resnick, 1996) .  \nTwo sections were taught the same subject in auditoriums. Students in the student-centered section learned the subject through in-class problem-solving activities and homework assignments using a web-based feedback system with the instructor and teaching assistants’ guidance, whereas students in the lecture-based section learned the subject through in-class instructor lectures and homework. We compared students’ learning outcomes, engagement, self-efficacy, intrinsic values, and test anxiety between the two sections. We hypothesized that students in the student-centered section would achieve better learning outcomes (exam scores) than students in the lecture-based section after controlling for their prior learning outcomes (cumulative grade point average and ACT scores) . The course studied was a sophomore-level electrical circuits course offered at a large public university located in the Midwestern United States.  \nREVIEW OF THE LITERATURE  \nStudent-centered Learning  \nTeaching practices grounded in the constructivist perspective are commonly referred to as active (Bonwell & Eiso","cbCaiooHNbR2DPlM","https://ap.wps.com/l/cbCaiooHNbR2DPlM","pdf",1841501,24,"English","# Abstract\n# Introduction\n# Review of the Literature\n## Student-centered Learning","[{\"question\":\"What is the purpose of this study on the transformed electrical circuits course?\",\"answer\":\"To investigate whether a student-centered instructional approach improves students’ engagement and achievement in a transformed electrical circuits course compared with the traditional lecture-based format.\"},{\"question\":\"How were students’ learning experiences structured in the two course sections?\",\"answer\":\"The student-centered section emphasized in-class problem-solving and homework supported by a web-based feedback system with instructor and teaching assistant guidance, while the lecture-based section relied on in-class lectures and homework.\"},{\"question\":\"What were the main results regarding engagement and learning outcomes?\",\"answer\":\"Students in the student-centered section were significantly more engaged and achieved higher learning outcomes than students in the lecture-based section.\"}]","Large Lecture Transformation - Improving Student Engagement and Performance through In-class Practice in an Electrical Circuits Course | PDF",1792065809]