Rotational blended learning in computer system engineering courses

Yang, S. and Newman, R. (2019) Rotational blended learning in computer system engineering courses. IEEE Transactions on Education, 62(4), pp. 264-269. (doi: 10.1109/TE.2019.2899095)

178705.pdf - Accepted Version



Contribution: An original application of individual rotation to blended learning, which mixes e-learning, discussion groups (seminars), practical laboratory work, and self-motivated tasks called ``mini-projects.'' Background: In examining the changing practices toward students' transferable skills in higher education, current teaching needs to devote much more attention to using multi-modular teaching methods to foster students' key transferable skills, such as logical, analytical, and creative thinking. Intended Outcomes: Rotational blended learning is intended to maximize students' engagement and improve educational outcomes during the learning process. Application Design: A rotated form of existing teaching methods--e-learning, seminars, and group projects--was proposed. A quasi-experimental design, involving classroom observation, student surveys, and overall results, was used with two cohorts of computer system engineering students, one a controlled cohort taught using traditional techniques and the other an experimental cohort taught using a novel rotational blended system. Findings: The influence of blended learning on the subsequent development of critical transferable skills was demonstrated. Results suggest that rotational blended learning is an ideal way to address these challenges, since it allows computer engineering students to reassess and enhance the core skills and competencies they need to acquire in their learning experiences.

Item Type:Articles
Glasgow Author(s) Enlighten ID:Yang, Dr Shufan
Authors: Yang, S., and Newman, R.
College/School:College of Science and Engineering > School of Engineering > Systems Power and Energy
Journal Name:IEEE Transactions on Education
ISSN (Online):1557-9638
Published Online:21 February 2019
Copyright Holders:Copyright © 2019 IEEE
First Published:First published in IEEE Transactions on Education 62(4): 264-269
Publisher Policy:Reproduced in accordance with the copyright policy of the publisher

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