Flipped classroom learning in a first-year undergraduate engineering course

ID: 52846 Type: Brief Paper
  1. Elaine Khoo and Mira Peter, Wilf Malcolm Institute of Educational Research, Faculty of Education, University of Waikato, New Zealand
  2. Jonathan Scott and Howell Round, School of Engineering, Faculty of Science and Engineering, University of Waikato, New Zealand

Tuesday, June 26 3:30-3:50 PM

Presider:
Kurt Ackermann, Hokusei Gakuen University Junior College, Japan

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.

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