Mastery of Fundamental Concepts Based on Students’ Learning Approach in Flipped Classrooms

Lessons from Flipping Subjects in Engineering: Effectiveness of Student Learning in a Flipped Environment at the University Level

“…These results also help substantiate those in Butt (2014), in which the results from the survey indicated that a "flipped classroom approach could be perceived as a positive approach to the university classroom due to its combination of activity and demonstration." However, research from Ling and Gan (2020) indicated that students' perceptions of teaching modes at the start of the semester are not a good gauge of whether another teaching mode would be effective. Thus, it is recommended that future surveys on this topic gauge students' perceptions at both the start and end of the semester.…”

Using Learning Analytics and Student Perceptions to Explore Student Interactions in an Online Construction Management Course

“…Despite the challenges of applying engineering teaching approaches (e.g., hands-on approaches) to an online environment, some universities (e.g., Purdue University, University of Michigan) have leveraged LMSs and big data to develop well-established online programs (Bourne et al 2005;Mattingly et al 2012). Prior research on implementing different teaching models in civil engineering courses has focused primarily on flipped classrooms (Cleary 2020;Hotle and Garrow 2015;Li and Daher 2017;Ling and Gan 2020;Mojtahedi et al 2020). Research indicates that the flipped model is effective in helping students meet course learning objectives (Cleary 2020;Hotle and Garrow 2015;Li and Daher 2017;Ling and Gan 2020).…”

“…Prior research on implementing different teaching models in civil engineering courses has focused primarily on flipped classrooms (Cleary 2020;Hotle and Garrow 2015;Li and Daher 2017;Ling and Gan 2020;Mojtahedi et al 2020). Research indicates that the flipped model is effective in helping students meet course learning objectives (Cleary 2020;Hotle and Garrow 2015;Li and Daher 2017;Ling and Gan 2020). The advantages of mixing components from online and face-to-face modalities afford flipped classroom models the ability to provide insight into innovative learning activities, structured learning environments, and struggling students (Cleary 2020;Li and Daher 2017;Ling and Gan 2020;Mojtahedi et al 2020).…”

“…Research indicates that the flipped model is effective in helping students meet course learning objectives (Cleary 2020;Hotle and Garrow 2015;Li and Daher 2017;Ling and Gan 2020). The advantages of mixing components from online and face-to-face modalities afford flipped classroom models the ability to provide insight into innovative learning activities, structured learning environments, and struggling students (Cleary 2020;Li and Daher 2017;Ling and Gan 2020;Mojtahedi et al 2020). Like flipped classrooms, distance engineering studies need to provide interaction in the online learning environment (McMullin and Owen 2002;Wu et al 2013Wu et al , 2015.…”

“…Because teaching methods common in engineering education (e.g., hands-on approaches, problem-solving applications) are challenging to convert to the online environment, engineering educators have shifted to blended environments (Bourne et al 2005). Civil engineering is a field in which educators have successfully implemented flipped learning strategies, a type of blended learning, to create collaborative and interactive learning environments (Cleary 2020;Hotle and Garrow 2015;Li and Daher 2017;Ling and Gan 2020;Mojtahedi et al 2020). Educators in civil engineering have found that students appreciate the flexibility of individual instruction within flipped classrooms and find online individual instruction helpful in learning course material (Hotle and Garrow 2015;Li and Daher 2017;Mojtahedi et al 2020).…”