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Adventures with a Flipped Classroom and a Materials Science and Engineering MOOC : “Fools Go Where Angels Fear to Tread”

Published online by Cambridge University Press:  20 June 2013

Bruce M. Clemens ,
Chinmay Nivargi ,
Antony Jan ,
Yuxiang Lu ,
Emily Schneider  and
Jane Manning
Bruce M. Clemens
Affiliation:
Department of Materials Science and Engineering, Stanford University
Chinmay Nivargi
Affiliation:
Department of Materials Science and Engineering, Stanford University
Antony Jan
Affiliation:
Department of Materials Science and Engineering, Stanford University
Yuxiang Lu
Affiliation:
Department of Materials Science and Engineering, Stanford University
Emily Schneider
Affiliation:
School of Education, Stanford University
Jane Manning
Affiliation:
Office of the Vice Provost for Online Learning, Stanford University
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Abstract

In the fall of 2012 the Stanford University materials science course Solar Cells, Fuel Cells and Batteries: Materials for the Energy Solution was offered as a flipped class and a massively open online course (MOOC). To the best of our knowledge, this was the first materials science MOOC. Here we describe how the course was implemented, and present results on performance, demographics and other observations that were made. Finally, we provide some perspectives for the future of the implementation of these engineering MOOCs.

Keywords

educationenergy storagephotovoltaic
Type
Articles
Information
MRS Online Proceedings Library (OPL) , Volume 1583: Symposium EEE – Materials Education—Toward a Lab-to-Classroom Initiative , 2013 , mrss13-1583-eee02-05
Copyright
Copyright © Materials Research Society 2013 

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References

REFERENCES

Lage, M. J., Platt, G.J., and Treglia, M., “Inverting the classroom: A gateway to creating an inclusive learning environment.” The Journal of Economic Education 31.1 (2000), 30–43.CrossRefGoogle Scholar
Jordan, K. “MOOC Completion Rates: The Data.” Retrieved March 10(2013).Google Scholar