Modified Blended Learning in Engineering Higher Education during the COVID-19 Lockdown—Building Automation Courses Case Study
2. Methods, Challenges and Related Work
2.1. An E-Learning—Hybrid, Blended and Distance Learning
- Traditional face-to face (f2f) courses supplemented with digital technology and tools (e.g., Power Point or Prezi presentations, online tests, quizzes). In practice, this approach is very conservative, with a low level of active students’ commitment as well as non-conventional activities implementation during lectures and classes.
- Hybrid courses and the BL, where lecturer and/or assistants combines different online learning activities and traditional courses, providing some virtual sessions and activities accessed remotely by student. In , Hoic-Bozic et al. explain that the BL incorporates online and traditional learning environments, technologies and digital media for learning content delivery, taking into account various teaching and learning methods (both online and traditional). Moreover, group and individual learning activities are considered for effective BL implementation with synchronous and asynchronous interactions between all actors in the learning and teaching processes. That approach allows the building of a variety of frameworks and structures for courses, with high commitment of students and active, mentoring role of teachers and lecturers.
- Flipped classroom (FC) could be considered as a kind or part of the BL, wherein much of the study materials and technical contents are available for students outside the classroom, via virtual platforms, cloud sharing as well as online Learning Management Systems (LMS). Instead of traditional lectures, the classroom meetings are organized in the form of brainstorming, problem-solving discussions, promoting active learning in the presence of the teacher/mentor.
2.2. Modified Blended Learning Approach—COVID-19 Lockdown Impact
3. Building Automation Courses—New Frameworks, Concepts and Tools
3.1. Lectures in the Blended Learning Mode and with E-Learning Tools
3.2. Lectures with Distance Learning During Lockdown—New Concepts and Tools
3.3. Laboratory Classes Supplemented with E-Learning Tools
3.4. Laboratory Classes with Distance Learning Model—Modified Approach and Solutions
4. Experiences and Reflections Discussion
4.1. A Lecturer’s and Teacher’s Perspective
4.2. A Student’s Perspective
5. Conclusions and Future Works
Conflicts of Interest
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Ożadowicz, A. Modified Blended Learning in Engineering Higher Education during the COVID-19 Lockdown—Building Automation Courses Case Study. Educ. Sci. 2020, 10, 292. https://doi.org/10.3390/educsci10100292
Ożadowicz A. Modified Blended Learning in Engineering Higher Education during the COVID-19 Lockdown—Building Automation Courses Case Study. Education Sciences. 2020; 10(10):292. https://doi.org/10.3390/educsci10100292Chicago/Turabian Style
Ożadowicz, Andrzej. 2020. "Modified Blended Learning in Engineering Higher Education during the COVID-19 Lockdown—Building Automation Courses Case Study" Education Sciences 10, no. 10: 292. https://doi.org/10.3390/educsci10100292