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Flipped classroom learning in a first-year undergraduate engineering course

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.
Type
Conference Contribution
Type of thesis
Series
Citation
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.
Date
2018
Publisher
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