Developing modules for an inverted classroom project in cost estimating

Kellogg, Stuart

doi:10.1109/fie.2013.6684927

Cited by 2 publications

(9 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In a cost estimating course [24], student survey results indicate high satisfaction with their flipped class experience and student examination scores show a slight improvement from previous offerings.…”

Section: Student Perpceptions and Peformancementioning

confidence: 88%

The flipped classroom in engineering education: A survey of the research

Kerr

2015

2015 International Conference on Interactive Collaborative Learning (ICL)

107

View full text Add to dashboard Cite

The flipped, or inverted, classroom model is increasingly being utilized in higher education. However, the use of the flipped classroom has received less attention in engineering subjects and currently only limited research exists. The purpose of this study is to identify empirical studies that have investigated the impact of using a flipped classroom model in undergraduate engineering education. The search for empirical articles included electronic databases for engineering education such as IEEExplore, Inspec and ERIC. The following keywords were used during this search: flipped classroom, engineering education. A total of 24 studies were included in the review. Most studies reported high student satisfaction and increased performance in a flipped classroom environment.

show abstract

Section: Student Perpceptions and Peformancementioning

confidence: 88%

The flipped classroom in engineering education: A survey of the research

Kerr

2015

2015 International Conference on Interactive Collaborative Learning (ICL)

107

View full text Add to dashboard Cite

show abstract

“…While traditional lecturing may be more effective at transmitting information than supporting development of skills, values or personal development (Abeysekera & Dawson, 2015). the value is contested if it represents a teacher-centred pedagogy (Ash, 2012;Bishop & Verleger, 2013;Breivik, 2015;Freeman et al, 2014;Kellogg, 2013;Sams & Bergmann, 2013). Teacher-centred pedagogies which lack engagement or interaction, often result in students' adopting a passive attitude to learning whilst encountering focus difficulties (Kellogg, 2013), and not taking responsibility for their own learning (Freeman et al, 2014).…”

Section: The Limitations Of Traditional Classroomsmentioning

confidence: 99%

“…the value is contested if it represents a teacher-centred pedagogy (Ash, 2012;Bishop & Verleger, 2013;Breivik, 2015;Freeman et al, 2014;Kellogg, 2013;Sams & Bergmann, 2013). Teacher-centred pedagogies which lack engagement or interaction, often result in students' adopting a passive attitude to learning whilst encountering focus difficulties (Kellogg, 2013), and not taking responsibility for their own learning (Freeman et al, 2014). Moreover, the limited interaction causes difficulties for lecturers to differentiate pacing and instruction that adapt to the different progress levels of students (Goodwin & Miller, 2013).…”

Section: The Limitations Of Traditional Classroomsmentioning

confidence: 99%

“…Experiential learning and learner-centred interactive education are based on asking, not telling (Freeman et al, 2014). While the success of in-class activities hinges on the quality of pre-class preparation (Abeysekera & Dawson, 2015;Milman, 2012), students seldom read from textbooks for homework (Kellogg, 2013). Jovanović, Gašević, Dawson, Pardo, and Mirriahi (2017) found that students in FCs who use a strategic approach to learning that includes a focus on reading materials in preparing for class attain the highest performance.…”

Section: The Limitations Of Traditional Classroomsmentioning

confidence: 99%

“…Meaningful learning activities, such as developing problem-solving skills, critical higher-order thinking, and application of knowledge, representing the kind of skills needed in practice, also require interaction among students (Bates, 2015;Breivik, 2015;Sams & Bergmann, 2013). However, since experiential learning and learnercentred interactive education are based on asking, not telling (Freeman et al, 2014), the success of in-class activities hinges on the quality of the students' preclass preparation (Abeysekera & Dawson, 2015;Milman, 2012), and students seldom read from textbooks for homework (Kellogg, 2013). Jovanović et al (2017) found that students in FCs who use a strategic approach to learning, that includes a focus on reading materials in preparing for class attain the highest performance.…”

Section: The Limitations Of Traditional Classroomsmentioning

confidence: 99%

See 2 more Smart Citations

Seeking the best blend for deep learning in a flipped classroom – viewing student perceptions through the Community of Inquiry lens

Roux

Nagel

2018

Int J Educ Technol High Educ

View full text Add to dashboard Cite

We describe a case study of a third-year undergraduate class in Enterprise Education. A blended learning design in the form of a flipped classroom with a duration of one semester, was explored in two cohorts. The question was to explore how students experienced the flipped class for learning and how this approach presented the different presences in the Community of Inquiry (CoI), and its revisions. The online learning components represented the individual learning space, where the main resource was bespoke videos that replaced lectures and complemented the textbook and other learning material. The classroom hosted a business school-style seminar where students in small groups engaged in solving a new business case study, going through phases of developing a concept to presenting the group solutions to the class. It aimed at fostering active learning both inside and outside the class. Students participated in the activities to apply the theory in new cases. The teacher facilitated the sessions, provided direction and correction as needed. The research used mixed methods consisting of trace data, quantitative and qualitative student feedback to explore how suitable the flipped classroom in undergraduate education was towards developing deep learning. The online individual learning space yielded highly salient Teaching Presences, accompanied by evidence of Agency Presence, characterised by independent activity and personal learning preferences. Online videos and ICT resources helped with understanding the theory ahead of class meetings. Seminars in the collaborative space fostered deep learning of the theory, and enabled students to apply the prepared theory in case studies and solve problems. Integration and particularly Resolution in Cognitive Presence of CoI featured in the seminars, while Social Presence was the weakest. Suggestions are made to implement the flipped class principles in an online class.

show abstract

Developing modules for an inverted classroom project in cost estimating

Cited by 2 publications

References 7 publications

The flipped classroom in engineering education: A survey of the research

The flipped classroom in engineering education: A survey of the research

Seeking the best blend for deep learning in a flipped classroom – viewing student perceptions through the Community of Inquiry lens

Contact Info

Product

Resources

About