Contribution: An improved inverted lecturing (IIL) framework based on blending flipped lectures and hands-on experiments provides instructional benefits, compared to traditional teaching (TT) and inverted lecturing (IL), in an introductory course in digital systems. Background: IL has proven more effective than TT in improving student learning in engineering courses, but has mostly been used for theory sessions. The impact of combining inverted lectures and hands-on experiments on student learning has not still been thoroughly assessed in engineering courses. Intended Outcomes: Attendance, marks, and satisfaction should improve for students in IL-based theory lectures, compared with those receiving TT, and should improve still further for students receiving the IIL-based method. Workload both for student and instructor should not increase significantly. Application Design: The three methods were compared in six consecutive offerings of the course. In the first two, TT was used for both theory and laboratory classes; in the next two, IL was used for theory lectures; and in the final two offerings the IIL-based scheme was used. The instructor, intended learning outcomes (ILOs), course syllabus, and student grading scheme were constant over the six semesters. A total of 184 students with similar backgrounds participated. Findings: Students under the IL- and IIL-based frameworks were more engaged than those receiving TT, and were more satisfied with their learning process. The IIL-based learners achieved the deepest conceptual understanding. Finally, the IL- and IIL-based methods did not significantly increase workload for either the students or the instructor.

中文翻译：

---

在数字系统导论课程中混合倒置讲座和实验室实验以改善学习

贡献：在数字系统介绍性课程中，与传统教学 (TT) 和倒置讲授 (IL) 相比，基于混合翻转讲座和动手实验的改进倒转讲授 (IIL) 框架提供了教学优势。背景：事实证明，IL 在提高工程课程中的学生学习方面比 TT 更有效，但主要用于理论课程。工程课程中还没有彻底评估将倒置讲座和动手实验相结合对学生学习的影响。预期结果：与接受 TT 的学生相比，接受基于 IL 的理论讲座的学生的出勤率、分数和满意度应有所提高，接受基于 IIL 的方法的学生应进一步提高。学生和教师的工作量不应显着增加。应用设计：在本课程的六个连续课程中对三种方法进行了比较。前两次，理论课和实验课都用TT；在接下来的两次中，IL被用于理论讲座；在最后两个产品中，使用了基于 IIL 的方案。教师、预期学习成果 (ILO)、课程大纲和学生评分方案在六个学期中保持不变。共有184名具有相似背景的学生参加。结果：在基于 IL 和 IIL 框架下的学生比接受 TT 的学生更投入，并且对他们的学习过程更满意。基于 IIL 的学习者实现了最深入的概念理解。最后，