Student Performance in Conventional and Flipped Classroom Learning Environments

Abstract

ABSTRACT. Education and pedagogy are being transformed by developments in information technology

Examining Student Perceptions of Engagement and Learning in a Flipped Introductory Agricultural Mechanics Course

“…The flipped classroom has recently been studied in university-level agricultural settings. Busato et al (2016) noted that student learning outcomes in agricultural engineering courses can be positively impacted by employing a flipped classroom. Busato et al (2016) also found that students exhibited a strong, statistically significant preference for the flipped classroom in comparison to traditional lecturestyle course delivery.…”

“…Busato et al (2016) noted that student learning outcomes in agricultural engineering courses can be positively impacted by employing a flipped classroom. Busato et al (2016) also found that students exhibited a strong, statistically significant preference for the flipped classroom in comparison to traditional lecturestyle course delivery. In their work with students enrolled in a production agriculture-focused, capstone-level course, McCubbins et al (2018) indicated that using a flipped classroom "develops an engaging learning environment in which students assume responsibility for their own learning while working collaboratively to solve real-world problems" (p. 147).…”

Solving Power Balance Problems in Single-Traction Tractors Using PTractor Plus 1.1, a Possible Learning Aid for Students of Agricultural Engineering

“…Agricultural Engineering university studies are undergoing great changes and improvements, thanks to the use of these technologies. Thus, it has been demonstrated the improvement in the development of agricultural engineering class sessions by using the flipped classroom learning environments (combination of the conventional and virtual teaching) [3]. Other authors proposed the implementation of distance-learning in engineering studies and use it for the benefit of increasing their attractiveness [4].…”

Flipped Classroom and Emotional Learning in an Engineering Leadership Development Course

“…Daher reported positive results in implementing the flipped model into Civil Engineering [6], Electrical Engineering [7], and Thermodynamics courses [8]. Busato, Berruto, & Zazueta (2016) also found that students uniformly performed better in a flipped classroom experience and also that students preferred the flipped model to traditional lecture based engineering courses [9]. As summarized by Baytiyeh & Naja (2016), flipped model strategies increase one-on-one interaction, performance on tests, and student satisfaction [10].…”

“…However, the exploration of a flipped classroom strategy implemented in an engineering leadership course is not found in the current literature. Busato et al (2016) discusses the importance of a human centered learning approach as a theoretical model for flipped classroom approaches, but studies its implementation only in a technical course [9]. The qualitative analysis in Baytiyeh & Naja (2016) found five themes emerging from student feedback on learning outcomes from participation in a Dynamics Structures course that align with professional skills and ABET criteria: self-regulated learning, problem-solving, critical thinking skills, self-confidence, and teamwork [10].…”