Tailor-made Hybrid Learning for Engineering Students in Peripheral Colleges

Education methodology is a constantly developing field. From kindergarten to academy new methods and approaches are suggested almost daily. Many of the methods are excellent for some age ranges but have no advantage for others. In this paper we scan through the main pedagogies used in the academy for engineering education and focus on the advantages and disadvantages of the flipped classroom. Next, we target the asymmetry problem of the Flipped Classroom and suggest several novelties we call PACE (Pedagogy for Academic College Engineering). First, we suggest a periodic approach for teaching (the Sine-wave approach), we will show that this approach corrects the main problem of the Flipped Classroom but might be over-symmetric. Next, we suggest an improvement in a new non-symmetric approach (the Sinc-function approach). Finally, the previous learning method portrayed by an even function will be replaced by an approach portrayed by an odd function (the signed-Sinc approach). While the Sine-wave approach allows perfect symmetry between on-campus and off campus activities (or between lecturer responsibilities and students responsibilities), the Sinc-function approach requires more time on-campus and more responsibility falls in the lap of the lecturer. The signed-Sinc approach regains the temporal symmetry between on-campus and off-campus activity by generating asymmetry between pre-lecture and post-lecture activities. All these new approaches are explained in detail in terms of benefits and disadvantages, thus allowing the college lecturer to use either of these methods or to transform them into his own.