Research
EdTech and Digital Learning
Blended Learning and Flipped Classroom
Blended learning using flipped classrooms has emerged as a remarkable model for bridging the digital divide between geographically- and socio-economically–disadvantaged students during the Covid pandemic, especially for those situated in remote locations with limited internet connectivity. This work is an investigation of a blended learning framework using flipped teaching through interactive video lectures for an Introduction to Electrical Engineering course held in online mode for a first-year batch of engineering students. The analysis includes observations from two sets of students who took this course over the last two academic years, referred to as control and treatment groups, respectively. The success of the video assignments are validated both qualitatively (through student feedback and performance) and quantitatively (using t-test). Results show that the flipped teaching model has both empirical approval and support of a majority of students, especially in the distance learning mode. Statistical analysis shows a significant difference in the performance of students with and without video-based flipped teaching in online mode.
R. Chouhan, "Enhanced engagement through instructor-created interactive video assignments in a flipped electrical engineering classroom," IEEE EDUCON 2022, IEEE Education Society, 28-31 March 2022, Tunisia. DOI: 10.1109/EDUCON52537.2022.9766787.R. Chouhan, "Bridging the digital divide through blended learning for freshmen engineering students," ISTELive22, International Society for Technology in Education (ISTE), June 22 - 29, 2022, New Orleans (Accepted)
Video Rewatch Analytics
This is a preliminary case study of gauging effectiveness of educational videos conducted on a sample video created for freshman batch of novice electrical engineering students. The video was assigned in flipped classroom mode, a learner-centered pedagogical model, as a video assignment to students with five interleaved knowledge check questions. The `engagement' of the student with the video material can be gauged in terms of both watchtime and number of times a particular section of the video was rewatched, along with the obtained score. The proposed hypothesis is that the placement of knowledge check questions along with the complexity of the topic covered together can be correlated with the number of times a section of the video is, or needs to be, rewatched by the student.
Game-based Learning for Engineering Education
Games, especially serious games or educational games, have had a proven effect on marketing, sales, and behavioral changes, and have now increasingly gained momentum in K12 and higher education primarily to enhance learner engagement and motivation. This paper presents a work-in-progress towards developing serious games as supplemental material in teaching few topics such as Zener Diode and Bipolar Junction Transistor for freshmen engineering students. Two storyboards of game-based learning are presented in this paper along with the design strategy and target core motivational drives. The development of the first levels of the proposed games is nearing completion and theoretical validation on Octalysis framework is presented. Student reception and feedback is expected to be completed soon.
K. Sanodariya, M. Shekhar, A. Pandey, A. Raj, A. Gupta, P. Suryavanshi and R. Chouhan, "Game-based Learning for Basic Electronics," Proc. International Conference on TESOL and Education (ICTE), 22 January 2022, Vietnam, pp. 61-62.
K. Sanodariya, M. Shekhar, A. Pandey, A. Raj, A. Gupta, P. Suryavanshi and R. Chouhan, "Game-based Learning for Engineering Education: Supplementing Basic Electronics Instruction with Educational Games," 10th International Conference on Information and Education Technology (ICIET 2022), Matsue, Japan, April 9-11, 2022. DOI: 10.1109/ICIET55102.2022.9779011 [Best Presentation Award in Web-based Learning, Game-ased Learning and Online Discussion Analysis]
Strategies for online assessments
This work presents simple and intuitive strategies for effective online assessment of a freshman engineering course. The proposed strategies for unproctored online exams include creating multiple sets with identical options, using image-format questions, maintaining short duration of exam, and employing a rotational assignment. Unlike a single-set paper where the class average was found to be disproportionately high, the proposed strategies helped in correctly restoring the class average. Feedback and results from 141 students show a significant statistical difference in the scores obtained using the proposed multi-set quiz framework, as opposed to conventional single-set papers. The work also presents a simple setup of remote proctoring using dual-video and screensharing to replicate in-person classroom exams without the need of commercial proctoring services.
R. Chouhan, "Strategies for maintaining academic integrity in remote unproctored and proctored online assessments for engineering courses," Learning: Research and Practice, June 2023, https://doi.org/10.1080/23735082.2023.2216198.