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• W2624339623 abstract "The use of educational technology to improve undergraduate student performance has increase rapidly in the last few years. At the same time engineering undergraduate programs have rapidly globalized. A result of this globalization is an increase in the number of students attending university in countries where instruction is delivered in a language which is not their native language. The impact of students for whom the language of instruction is a second language have not been studied in relation to the use of the new educational technology. This study compared the learning outcomes of students who were native speakers of the language of instruction to those of students who were non-native speakers of the language of instruction. All of the non-native speakers in the study, were native Arabic speakers. Outcomes were measured in an introductory analog circuit analysis courses. The courses was taught as a flipped lab using National Instrument MyDAQ for weekly lab activities. To demonstrate their mastery of skills students completed a midterm lab practical exam and a final lab practical exam. The lab practical exams were completed using standard lab equipment. The use of new lab equipment was intended to demonstrate students' ability to transfer the skills learned using the virtual instrumentation of the MyDAQ to a physical setting. Statistical analysis was performed on the scores for the mid-term lab practical exam and the final lab practical exam. The results of the analysis show there is no statistically significant difference between the outcomes for the native speakers and the non-native speakers." @default.
• W2624339623 created "2017-06-15" @default.
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• W2624339623 date "2017-04-01" @default.
• W2624339623 modified "2023-09-25" @default.
• W2624339623 title "Comparison of learning outcomes for native and non-native speakers of the language of instruction in a flipped laboratory" @default.
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• W2624339623 doi "https://doi.org/10.1109/educon.2017.7942910" @default.
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