Flipped teaching and interactive tools. A multidisciplinary innovation experience in higher education (original) (raw)
Related papers
Blended Learning to Enhanced Engineering Education using Flipped Classroom Approach: An Overview
electronic Journal of Computer Science and Information Technology
The learning approach is always being the concern of educators to increase the quality of engineering education. Engineering education is essential in order to nurture quality engineers and prepare the workforce for country development. Coming to Industrial 4.0, modern engineering education has combined ICT technology to meet the demand of Education 4.0. This paper aims to review blended learning to enhanced engineering education using flipped classroom approach. The paper starts with an overview of the current trend of engineering education, which encourages using blended learning approach. Blended learning was developed to overcome the advantages and disadvantages of traditional learning and online learning, which brings a better learning experience to students. From the review, the blended learning using flipped classroom approach have positively assisted students in their learning. Future ongoing research is recommended to explore the potential of flipped classroom approach use ...
Production, 2017
In recent years, Flipped Classroom started to be used as an effective way of teaching Engineering among various strategies in higher education. However, enabling and using the flipped learning is a complicated task, not a straightforward goal that can be simply achieved through a combination of face-to-face and online activities. It requires a more sophisticated understanding of effective teaching methods to manage the shift from the traditional to the flipped learning and the optimum adaptation of technology as part of this change. Given this challenge, this research work provides a personalized model of the flipped classroom and investigates through a case study in an Engineering School how our approach can be used to improve teaching of Information and Communication Technology (ICT) Engineering. It assesses by using empirically data related to the interaction of the various actors at different levels of abstraction, particularly from a gender perspective, the relevance and the impact of the flipped classroom on student learning and achievement in ICT Engineering Education.
Redefining Quality in Engineering Education through the Flipped Classroom Model
Procedia Computer Science, 2020
The students in engineering institutes are expected to be tech-savvy and have an appetite for technology-based learning. Sadly, most of the courses in the current Indian engineering education scenario are taught using straight lectures where students are made to play a passive role while the teacher takes the center stage. The need of the hour is to get the students out of this passive mode of learning and bring them to the forefront in the teaching-learning cycle. Most often than not, teachers utilize the class time teaching technical intricacies that are crucial to solving problems which leave very little time to do anything else. Hence, the onus falls on the students to apply the learning in the class to solve problems on their own outside the classroom which is far from ideal. The flipped class is a model wherein much of the technical content is delivered outside the classroom via a virtual platform which in turn makes the classroom a congenial place for discussions, problem-solving and promoting active learning in the presence of the teacher. Through this paper, a study has been conducted to bring in this modern technology into engineering education. The objective is to analyze the power of technology in teaching courses that require significant work beyond class hours. The flipped classroom model was applied on 32 final year Post Graduate students through the Android Mobile Application Development course. A fundamental topic was chosen that forms the base to build sophisticated Android Apps. Since it was very difficult to grasp the topic at one go, the class was flipped so that the students get ample time to go through the learning resources and come well prepared for the class. To begin with, the students were given the task of going through a lecture video from one of the NPTEL courses on Modern Application Development. However, the video shared was 22 minutes long and to simplify the learning experiences of students, a 3-minute Introductory video on the course content was shot and posted on the course website so that the students could first go through it before going into the actual learning material. During the lecture hour, an active learning strategy based on In-Class Teams was leveraged to drive home learning. Practicing a disruptive tool like the flipped classroom model shifts the focus from the teacher to the students and assists in restoring the balance. By flipping the class, the students are expected to go through learning material employing self-study and then come prepared for the deliberations in the class. As students go through the gist of the course content in advance, it becomes 1 * Sathyendra Bhat. Abstract The students in engineering institutes are expected to be tech-savvy and have an appetite for technology-based learning. Sadly, most of the courses in the current Indian engineering education scenario are taught using straight lectures where students are made to play a passive role while the teacher takes the center stage. The need of the hour is to get the students out of this passive mode of learning and bring them to the forefront in the teaching-learning cycle. Most often than not, teachers utilize the class time teaching technical intricacies that are crucial to solving problems which leave very little time to do anything else. Hence, the onus falls on the students to apply the learning in the class to solve problems on their own outside the classroom which is far from ideal. The flipped class is a model wherein much of the technical content is delivered outside the classroom via a virtual platform which in turn makes the classroom a congenial place for discussions, problem-solving and promoting active learning in the presence of the teacher. Through this paper, a study has been conducted to bring in this modern technology into engineering education. The objective is to analyze the power of technology in teaching courses that require significant work beyond class hours. The flipped classroom model was applied on 32 final year Post Graduate students through the Android Mobile Application Development course. A fundamental topic was chosen that forms the base to build sophisticated Android Apps. Since it was very difficult to grasp the topic at one go, the class was flipped so that the students get ample time to go through the learning resources and come well prepared for the class. To begin with, the students were given the task of going through a lecture video from one of the NPTEL courses on Modern Application Development. However, the video shared was 22 minutes long and to simplify the learning experiences of students, a 3-minute Introductory video on the course content was shot and posted on the course website so that the students could first go through it before going into the actual learning material. During the lecture hour, an active learning strategy based on In-Class Teams was leveraged to drive home learning. Practicing a disruptive tool like the flipped classroom model shifts the focus from the teacher to the students and assists in restoring the balance. By flipping the class, the students are expected to go through learning material employing self-study and then come prepared for the deliberations in the class. As students go through the gist of the course content in advance, it becomes 1 * Sathyendra Bhat. easy for the teacher to turn into a facilitator and assist in students learning during the lecture hours. Through the assessment of student's interaction, preferences, and performance, the results of this study show that the students learn a whole lot better when technology is harnessed as opposed to the traditional classroom lectures.
Flipped Learning: An Effective Blended Learning Strategy for Active Teaching and Learning
Mergen 2024: An Anthology of Students' Articles, 2024
Learning is a process which involves both teaching and learning. The integration of education with technology implies a strategy named blended learning. Flipped learning is one such approach which is a type of blended learning where lectures are provided to the learners as video lessons previously before the class hours. Thus, it pays a way for additional learning time using activities inside the class. Flipped learning is effective only when the principles of flipped learning (also known as “Pillars of Flipped Learning”) are followed in a systematic way. In this technological era, an active learning and teaching happens when such integrated strategy is used. This research paper theoretically explains blended learning, flipped learning and its pillars. It also analyses the way in which flipped learning is used to promote active teaching and learning.
Flipped classroom-comparative case study in engineering higher education
Computer Applications in Engineering Education, 2018
The use of flipped-classroom methodology (FC) has increased recently, however, there is a lack of quantitative data on students' performance. A FC has been applied into a group (80 students) of an obligatory subject of the 2nd course in an Energetic Engineering Bachelor. A second group has been taught with the traditional methodology (72 students) to compare the results. The FC requires students to obtain background knowledge prior to a face-to face class meeting, and reserves in-class time for applying knowledge to solve problems. This is the opposite of the traditional lecture-based classroom, in which students passively attend didactic lectures from the instructor, then study the content and complete assignments after class. The main objectives of this research were to measure the impact of learning (with special attention to really active students), reduce absenteeism, increase exam attendance, and analyze how participating students view their experience with this methodology. The results show that the flipped-classroom model has a direct impact on student learning (or grades), especially in students with a high degree of involvement (with grades about 1.5 points higher). In addition, the grades standard deviation values were lower (in about one point), ensuring a better general students level. The students are a little reluctant to this new methodology, but thanks to it, they tend to work more (12% of the students work more hours per week), to attend more to class (at least 10% more), and to attend in a higher ratio to exams (around 20%). K E Y W O R D S active learning, flipped classroom, problem-based learning, students' involvement 1 | INTRODUCTION The traditional teaching model in the various subjects comprising the first engineering courses is based primarily on lectures-that is, the teacher speaks, and in the best case, the students listen [35]. Based on the Confucian idea "Tell me, and I will forget. Show me, and I may remember. Involve me, and I will understand" numerous techniques appear to improve the traditional class. Since the year 2000, a change in teaching methodology has occurred, and it involves the student as an active member in the learning process. Lage and Baker coined this change the "flipped classroom," "flipped learning," or "flip teaching" [4,21,30,37]. The flipped classroom model is based on a change in house-class times and teacher-student roles. The time that each student dedicates to any activity outside the classroom is now focused on learning the lesson before coming to class. It can be stated that the flipped classroom model is based on the
Flipped Learning in Engineering Education
Flipped learning is a developing concept in higher education and a new methodology ready for exploration. It is a new educational strategy that changes the traditional lecturing by flipping the classroom in the sense of listening the lectures at home and doing dynamic, group-based problem-solving activities in the classroom. This will engage the students in active learning, critical thinking and developing new studying skills. This paper will address the current state of knowledge and practice in the flipped learning approach in engineering education by critically evaluating the existing researches and summarizing the findings. The search for empirical articles included electronic databases for engineering education in the Web of Science. Most studies reported high student satisfaction and increased performance in a flipped classroom environment. This paper will also serve as a guide for future studies and reflect the major achievements of flipped learning models over the traditiona...
Students' Experience with Flipped Learning Approach in Higher Education
Universal Journal of Educational Research, 2020
This study aims to discover students' experience with flipped learning approach. In particular, this study aims to identify key elements of the flipped learning experience to build flipped learning framework that could be used as a guiding framework for instructional designers. This study employs qualitative research design and is supported by the meaningful learning theory and student engagement model which acts as a theoretical framework. A total of 16 postgraduate students who enrolled in Master of Educational Management programme participated in this study. Data is collected through open ended questionnaire, and reflections by the students and the instructor. The finding reveals elements of students' engagement in the flipped learning approach which consists of (i) fun learning, (ii) active learning, (iii) collaborative learning, and (iv) technology enhanced learning. The findings revealed that students reported positive experiences towards the exposure of the flipped learning approach, which supported the meaningful learning theory and student engagement model. It is envisaged that the results of this study would provide significant impact in the way higher education courses should be delivered. Through flipped learning approach, the focus of the instructional approach is no longer providing direct content to the students, but to allow students to construct the knowledge themselves and be responsible in their own learning.
Flipped classroom learning in a first-year undergraduate engineering course
Proceedings of EdMedia + Innovate Learning 2018 Conference, 2018
Flipped classrooms support student-centred learning and are increasingly being adopted in institutions of higher learning worldwide. This paper is a report on the findings of a two-year funded project conducted on the impact of adopting a flipped classroom approach on first-year undergraduate engineering students' learning in a New Zealand university. A design-based methodology was adopted to allow for five iterative course refinements. Data collected through student achievement data, surveys, focus group interviews, observations and video analytics of student video-watching behaviour indicated a significant improvement in students' learning and that they valued the flipped course components such as the lecturer-created instructional videos, in-class problem-solving exercises and continuous assessment in supporting their learning. However not all students prefer learning through this approach and more scaffolding is needed for first-year students to take up responsibility for their own learning. Implications for practice are offered.
Impact of the flipped classroom approach in engineering education: A course analysis
Journal of Engineering Education Transformations
The main purpose of the paper is to present a course analysis on the use of the flipped classroom. The objective is to explore the advantages and challenges for students and instructors. The impact of flipped classroom learning is analyzed with a set of students in the classroom. Student perceptions of lecture based learning and flipped classroom is compared to explore and promote active learning methodologies. The challenges of implementing a flipped classroom were identified and addressed using a variety of student-related activities. Mobile app learning methods, scale-up classroom and effective laboratory courses were implemented for a set of students. The significance of the flipped classroom model is noted. It was found that it promotes a deeper, broader perspective on learning, improves critical thinking capabilities and team work skills needed for a successful engineering career.
Technology enabled flipped classroom tools and methodologies
2017
The transformation of teaching and learning in higher education is inevitable with the use of Web-based and mobile communications technologies. Fundamental redesign based on blended approaches to teaching and learning represent the means to address the challenges associated with providing a quality learning experience. Although the catalyst for change in teaching and learning has been technology, the need to enhance quality standards is drawing attention to the potential of blended approaches. Because blended learning is an approach and design that merges the best of traditional, Web-based or mobile learning experiences to create and sustain vital communities of inquiry, many higher education institutions are quietly positioning themselves to harness its transformational potential. The transformational potential leads to creating a model called flipped classroom where lectures goes under control of the students: they can watch, rewind, and fast-forward as needed