2018 ASEE Annual Conference & Exposition

The College of Engineering (CoE) developed a freshman-level course, Introduction to Engineering Course (EE110) for both the Electrical Engineering and Computer Engineering undergraduate programs in preparation for an online flipped classroom approach. For the traditional face-to-face EE110, the flipped classroom approach has been successfully implemented during the past two years.1-4. Although the creation and delivery of multimedia content was based on the CoE teaching experience, other research provides a theoretical basis for development and delivery of the content. Research based on Cognitive Load Theory (CLT) appears to be consistent with the traditional face-to-face teaching approach by the CoE. The paper shows how the instructional delivery of the EE110 content compares with the guidelines provided by CLT.

CLT provides evidence-based guidelines for designing and delivering instruction that accounts for the limited capacity of working memory5-6. CLT also leverages the learning process for better module in human cognition for efficient learning. The paper summarizes key principles and guidelines based on Cognitive Load Theory and provides numerous examples used in EE1105-6.

Based on student comments from several end-of-course surveys, the delivered content for EE110 follow key principles associated with CLT. These e-learning principles include: modality principle, split attention, reversal effect, redundancy effect, self-explanation/mental rehearsal (weekly quizzes and lab activities), and learner control. For example, interactive video was used the freshman-level course to engage and allow learners to control pacing and content7. The authors found that having variety of content, including interactive video adds an element of surprise to engage the user. Busy background and other distractions were also avoided in the video. The interactive video included clickable, clear and concise e-learning questions. The authors found that short videos are not enough. Weekly quizzes are needed. In terms of mental rehearsal, several practice quizzes are given each week in preparation of weekly final quizzes and weekly lab experiments.

When developing the content that is consistent with CLT, the authors found other findings, such as avoiding narration of slide text. Audio and text duplication impedes learning (redundancy effect) and should not be confused with rehearsal which aids in automation. In terms of modality principle, over seventy YouTube short videos, totaling 10 hours, were developed to deliver the instruction over eleven weeks. CLT says the use of use visual and audio narration provide efficient use of resources in working memory. During the past two years, weekly lab experiments and final quizzes proved effective for the flipped classroom approach to transfer new knowledge and skills for long-term retention. In terms of split attention and to help student focus, the instruction attempted to keep diagram/charts and detail explanation on same page within a short video. In terms of reversal effect, freshman need worked examples while experts (e.g. seniors) may need less worked-out examples. To account for learner’s prior knowledge, the use of PowerPoint for adaptive learning is explained elsewhere8. For future development of traditional/online courses, CLT will be used for better instructional design and delivery.