Abstract—First year mechanical engineering students fear material science as one of the fundamental courses with high work load. As one of the most of important learning outcomes students are enabled to apply complex science of materials on the appropriate selection of engineering materials in different designs. Here knowledge on the correlation of materials properties, microstructure and their intended manipulation is substantial. The ability to combine these three columns of material science are not well constituted in one final exam. Therefore peer-to-peer lecture film supported inverted classroom scenarios were established to work in the course. These are provided via a highly structured moodle course following the blended learning approach. The special design of the moodle course gives students the chance to cumulatively accomplish micro-grades via multiple activities, such as tests, lectures, presentations, forum discussions and written homework and additionally glossary entries. Micro grades are then summed to obtain the overall course grade. Improved learning outcomes are demonstrated in high quality class discussions and most -important to students- in better grades (average B) compared to those being assessed by one final exam only (average C+). The majority of students agreed on enhanced study skills when forced to study throughout the entire semester and solve hands-on problems instead of learning theory intensely towards the end of the semester. The learning structure as well as graded activities match the learning outcome – both being crucial elements of the course.

Index Terms—Assessment, blended learning, inverted classroom, lecture films, material science.

The author is with HTW Berlin, University of Applied Sciences, Wilhelminenhofstraße 75A, 12459 Berlin, Germany (email: anja.pfennig@htw-berlin.de).

Cite: Anja Pfennig, "Matching Course Assessment of a First Year Material Science Course to the Blended-Learning Teaching Approach," International Journal of e-Education, e-Business, e-Management and e-Learning vol. 10, no. 1, pp. 53-59, 2020.