Research Commons
      • Browse 
        • Communities & Collections
        • Titles
        • Authors
        • By Issue Date
        • Subjects
        • Types
        • Series
      • Help 
        • About
        • Collection Policy
        • OA Mandate Guidelines
        • Guidelines FAQ
        • Contact Us
      • My Account 
        • Sign In
        • Register
      View Item 
      •   Research Commons
      • University of Waikato Research
      • Education
      • Education Papers
      • View Item
      •   Research Commons
      • University of Waikato Research
      • Education
      • Education Papers
      • View Item
      JavaScript is disabled for your browser. Some features of this site may not work without it.

      Learning engineering through the Flipped Classroom Approach- students' perspectives

      Fox-Turnbull, Wendy Helen; Docherty, Paul; Zaka, Pinelopi
      Thumbnail
      Files
      Learning Engineering through the Flipped.pdf
      Published version, 421.0Kb
      Link
       ojs.lboro.ac.uk
      Find in your library  
      Citation
      Export citation
      Fox-Turnbull, W. H., Docherty, P., & Zaka, P. (2018). Learning engineering through the Flipped Classroom Approach- students’ perspectives. Design and Technology Education: An International Journal, 23(3), 27–45.
      Permanent Research Commons link: https://hdl.handle.net/10289/13153
      Abstract
      A flipped classroom approach consists of two distinct parts: direct on- line instruction in the students’ own time and at their own pace, and interactive group lea rning and problem - solving activities in scheduled classes. This approach has the potential to suit theoretical and practice -based courses such as technology education. This article outlines a study on students’ views of using the flipped classroom approach to learning from the perspective of first and second year engineering students undertaking a module of learning in Dynamics. Engineering, like many technology related courses is both theoretical and practical in nature. The study investigates students’ vi ews of the use of the flipped classroom approach using focus -group and individual interviews after they had experienced it. The flipped classroom approach facilitated students’ exposure to theoretical ideas in their own time through online lectures, thus m aximising time for problem solving activity with their face -to-face lecturer support. This res earch suggests several key factors within two broad categories that students felt influenced their learning. These categories were identified as Perspectives of L ecturer Behaviour and Perspectives on Student Behaviour. The article concludes with a number o f recommendations aimed at improving the teaching and learning experiences for students in the flipped classroom and makes links to the potential applications for other design and technology education disciplines.
      Date
      2018
      Type
      Journal Article
      Publisher
      The Design and Technology Association
      Rights
      © 2018 the Design and Technology Association.
      Collections
      • Education Papers [1411]
      Show full item record  

      Usage

      Downloads, last 12 months
      24
       
       

      Usage Statistics

      For this itemFor all of Research Commons

      The University of Waikato - Te Whare Wānanga o WaikatoFeedback and RequestsCopyright and Legal Statement