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Using the flipped classroom approach in engineering courses to improve student motivation and learning outcomes
Conference paper   Peer reviewed

Using the flipped classroom approach in engineering courses to improve student motivation and learning outcomes

Terry Lucke and Michael Christie
International Symposium on Project Approaches in Engineering Education, Vol.6, pp.77-82
8th International Symposium on Project Approaches in Engineering Education (PAEE) and the 14th Active Learning in Engineering Education (ALE) Workshop: Sustainability in Engineering Education, 2016 (Guimaraes, Portugal, 06-Jul-2016–08-Jul-2016)
Department of Production and Systems - PAEE Association
2016
url
http://paee.dps.uminho.pt/proceedingsSCOPUS/PAEE2016+ALE%20proceedings.pdfView
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Abstract

Specialist Studies in Education ethical dilemmas in engineering education project management critical incident technique.
Engineering students will approach their learning differently depending on the pedagogical models that their lecturers use. Lecturers who rely on one-way communication in lectures and tutorials, and test for declarative knowledge in end-of-course, closed-book exams tend to encourage students to take a surface or passive approach to learning. Those who require their students to actively participate in lectures and tutorials and problem solving projects, and who test students' deep understanding of the topic via exercises, quizzes and continuous and authentic assessment tasks, help instil a deep and active approach to learning (Biggs, 1999). One emerging pedagogical model that has been shown to successfully encourage a deep approach to learning and improved learning outcomes is the "Flipped Classroom" approach. This study investigated whether or not the flipped classroom model can be used to improve student motivation, engagement and learning outcomes for a group of second year engineering students in Fluid Mechanics course (n=66). A variety of techniques were used in the study to evaluate the effectiveness of the new flipped classroom teaching model. This paper defines what is meant by the "Flipped Classroom" approach, critiques some of its more ambitious claims, places it within the context of Project and Problem based learning pedagogies and provides a longitudinal case study to show some of the strengths and weaknesses of this emerging pedagogy. It does this by presenting the evaluation results from three different student cohorts studied over the last three years. The case study can be defined as a modified action research project in that the deliberate use of a flipped classroom approach was planned, discussed within a community of practice, trialled with an initial group of students and then the results of the intervention critically and reflectively analysed. Using this methodology three cycles of research were carried out. © 2016, University of Minho. All rights reserved.

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