Implementation of Hybrid Learning in Biosignal Measurement and Instrumentation Course to Improve Student Outcomes

摘要

The mixed-mode approach is introduced in the Biosignal Measurement and Instrumentation course to achieve student outcome. This learning scheme combines the traditional learning with project-based learning (PBL) method. The purpose of this study is to compare the self/group-, peer-, and instructor assessment in PBL using ANOVA. There are 16 groups of two students that are participated in this study. The study provides further evidence that there is significant difference score between student-based assessment (group- and peer-assessment) and instructor assessment. The explanation for the result is this the first time for the student to do student-based assessment using a rubric. The students still confuse how to give the scores, even though there is a detailed rubric. From 10 project criteria, there are only three, project background; project demonstration; and answer, that have p- value greater than significant level (α = 0.01). Other criteria, review; specifications; block diagram; detailed design and implementation; conclusion or discussion; citations; and clarity of writing, have a p-value less than 0.01. This paper has highlighted the importance of the instructor role to monitor the project progress properly during mentoring sessions.