Share Paper: Flipped classroom learning in a first-year undergraduate engineering course

  1. Elaine Khoo, Wilf Malcolm Institute of Educational Research, Faculty of Education, University of Waikato, New Zealand
  2. Mira Peter, Wilf Malcolm Institute of Educational Research, Faculty of Education, University of Waikato, New Zealand
  3. Jonathan Scott, School of Engineering, Faculty of Science and Engineering, University of Waikato, New Zealand
  4. Howell Round, School of Engineering, Faculty of Science and Engineering, University of Waikato, New Zealand
Tuesday, June 26 3:30-3:50 PM Jordaan 2

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 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 ...