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      Flipped classroom learning in a first-year undergraduate engineering course

      Khoo, Elaine G.L.; Peter, Mira; Scott, Jonathan B.; Round, W. Howell
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      Khoo et al EdMedia2018.pdf
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      Khoopaper_52846_3086(1).pdf
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      Khoo, E. G. L., Peter, M., Scott, J. B., & Round, W. H. (2018). Flipped classroom learning in a first-year undergraduate engineering course. Presented at the EMedia + Innovate Learning 2018, Renaissance Amsterdam Hotel, Amsterdam, The Netherlands.
      Permanent Research Commons link: https://hdl.handle.net/10289/12345
      Abstract
      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 designbased 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 lecturercreated 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.
      Date
      2018
      Type
      Conference Contribution
      Collections
      • Education Papers [1416]
      • Science and Engineering Papers [3122]
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