Abstract
This project intends to promote: (A)Self-learning, (B)Teamwork, (C)Motivation of learning by introducing online merge offline (OMO) hybrid methods, such as online videos, in-class bonus questions, videotaped lectures, in-class demo experiments and group projects. After applying the hybrid methods to the required subject “Electromagnetism” of undergraduate Electrical Engineering program with 77 students, we conclude that (1) it is unclear whether Goal A is achieved, (2) some impacts beyond Goal B are observed, (3) success of Goal C has concrete evidences. Justifications are summarized as follows. Effectiveness of Goal A is reflected by the diversity of group project topics, the quality of demo experiment reports and the access rate of videotaped lectures (57.2% more than often). However, direct evidence should come from tests on self-learning topics in the early and late stages. In the case of Goal B, the quality of group projects and reasonable division of labor (49.4% agree) are positive. Additionally, both participation by students not in the class and irresponsibility in group projects are reported. The success of Goal C is reflected by enhanced motivation due to in-class demo experiment (~60% agree) and on-line videos (76.7% agrees), increased number of answers to bonus questions (from 25 to 35) and higher interests on taking advanced subjects associated with Electromagnetism. Nevertheless, the presence rate decreases with time and is very low (~15%) after the final exam. It means only a limited number of students have sufficient will to learn amid the busy exam schedule.