Abstract:

In a Post-COVID period, a blended learning approach has been tried in a university level Linear Algebra course. This is a second year course for student in engineering disciplines. Discovery of the new material was done by providing lectures via video and then making class time attendance voluntary. During the scheduled class periods, students were given the opportunity to ask questions and/or discuss the course material at their desire and initiative. Professor was eager to even provide tutorial style lectures during these sessions if students come to class and ask for them. This format was overwhelmingly well received by the students even thought a very small fraction of students reported missing the traditional way of teaching. After running the experiment for 3 consecutive semesters, professor firmly believes that blended learning provided an improved learning experience for his students. Compared to groups that used traditional face-to-face sessions, blended learning group displayed a higher than normal (improved) grade distribution.

Keywords:

Blended-learning, engineering learning, video-lectures.