Understanding the Benefits of the Flipped Classroom in the Context of Sustainable Engineering

Marks, Jayne; Ketchman, Kevin J.; Riley, David R.; Brown, Lisa Riley; Bilec, Melissa M.

doi:10.18260/1-2--23228

Cited by 8 publications

(5 citation statements)

References 10 publications

(17 reference statements)

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“…Among the popular flipped classroom methods, experimental evidence from most researchers has shown that active autonomous learning can effectively improve learning performance [54]. When conducting courses in the form of flipped classrooms, instructional videos can help learners to acquire knowledge and skills.…”

Section: Assisting Students With Solving Practical Problemsmentioning

confidence: 99%

Effect of Flipped Teaching on Cognitive Load Level with Mobile Devices: The Case of a Graphic Design Course

2021

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Due to the emergence of computer education, AI education, the Internet of Things, big data, and technological wisdom, it is easy for students to be distracted when engaged in traditional education. Flipped teaching is a teaching strategy frequently used in colleges and universities. The focus of this research was conducted by a comparative analysis of the cognitive load between the experimental group and the control group through a quasi-experimental design for research with different learning methods and different classes. More specifically, flipped teaching was carried out with an experimental group, and traditional teaching a control group; they were observed at the same time, and 213 private university students participated in the experiment. The research proposes a practice of mixed teaching, carried out in a group communication behavior system, and enhancing the spirit of group interaction and learning through mobile devices. The core value of the research lies in (1) online learning, (2) group interaction, and (3) the learning load of the conceptual model. In addition, focus group interviews were used to provide feedback on participants’ cognition and emotions. The results indicate that there were differences in cognitive load between the two classes.

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Section: Assisting Students With Solving Practical Problemsmentioning

confidence: 99%

Effect of Flipped Teaching on Cognitive Load Level with Mobile Devices: The Case of a Graphic Design Course

2021

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“…Frontal lectures are necessary to teach students in situation where they hold no prior knowledge in a particular field. However, such setup has demonstrated shortcomings that could be impacting students' education, their ability to retain, analyze, and apply knowledge and the development of skills important for their careers outside of academia (Hattie 2008, Marks et al 2014, Schwerdt and Wuppermann 2011. Some of the noted limitations include the small amount of teacher-student interaction, the rigid pace of the lecture, and the fact that lectures only take advantage of one information delivery method (Goodwin 2013, Toto andNguyen 2009).…”

Section: Introductionmentioning

confidence: 99%

“…In this paper, we report an experience on the implementation of the FC method in an undergraduate course in renewable energies mediated by social platforms. The organization of such courses in universities responds to an increasing interest on this topic among students, and to meet industry requests of specialized workers (Marks et al 2014, Tomas et al 2019, Yasnin et al 2017. To make courses more appealing and to present the most up-to-date renewable energy issues, lecturers started to implement a series of information technology-based innovations in learning (Ebers Broughel et al 2017).…”

Section: Introductionmentioning

confidence: 99%

Online learning mediated by social teaching platforms: an experience from a flipped undergraduate physics course in renewable energies

Zurru¹,

Fadda²,

Saba³

2022

Eur. J. Phys.

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Active learning strategies and information technology-based pedagogies are perceived as beneficial and their use and development in academic courses is fast increasing. Faculties can use them to design courses that are challenging and fresher, creative, and meaningful for students, to meet students’ needs and to promote the learning of contents in a social environment, fostering cooperation and the exchange of ideas among peers. Among the active learning strategies recently developed, the peer-instruction and the flipped classroom are prominent in this field. It has been shown that these practices help students in their understanding of contents and consequently in reaching better results in final exam scores. The Covid-19 pandemic in 2020 and 2021 has forced classes in many academic institutions to move to remote teaching under emergency conditions and has deprived students of much of their social interactions. We show here an experience on applying online learning mediated by social teaching platforms and flipped classroom concepts to an undergraduate course on renewable energies provided amid the Covid-19 pandemic at the Physics Department of the University of Cagliari (Italy) in 2020. The constraints of forced distance learning have been turned into an opportunity to test an alternate course format in a complete online environment. An analysis on students’ feedback about our learning method has been performed by a post-diagnostic satisfaction questionnaire, indicating an overall positive effects of active learning strategies in the students’ learning experience. The analysis of their achievements during the course provides confirmation for the positive outcome and shows that the flipped classroom architecture is as robust as the traditional methods when facing the constraints of remote learning.

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“…Although flipped classroom models have existed for many years, they have only recently begun to grow in popularity in engineering. Various studies have shown flipped classes to be particularly effective in engineering (Ankeny and Krause, 2014;Marks, 2014;Xiaobin et al 2015). More specifically, studies have been conducted on flipping engineering economics courses Brill, 2013, Lavelle, Stimpson andBrill, 2015).…”

Section: Active Learning: the Flipped Classroommentioning

confidence: 99%

Incorporating Active Learning Strategies into an Engineering Economics Course

Egbue¹

2018 ASEE Annual Conference &Amp; Exposition Proceedings

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This paper describes a methodology aimed at increasing student engagement in an engineering economics course by incorporating proven active learning strategies. This was accomplished by flipping some parts of the course. Partially flipping the course involved delivering some course concepts through reading assignments, online videos and computer-based learning modules thus freeing up more class time to engage students in problem solving, discussions and intensive teamwork. The engineering economics course was selected for active learning implementation because it is a course that students are required to take for their Mechanical Engineering and Industrial Engineering degrees at University X. Engineering economics is a course that is critical to industry-bound students due to its real-world applications. In addition, it is a course that is integral to engineering senior capstone projects at University X. Changes in this course focused on collaborative learning to help promote critical thinking and to encourage more active interaction among groups of students and across different student groups. The results of this study provide insight into innovative teaching methods that can be applied to engineering economics courses and other courses in STEM. In addition, this paper highlights strategies that worked best and lessons learned to inform other instructors implementing active learning strategies in their classrooms.

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Understanding the Benefits of the Flipped Classroom in the Context of Sustainable Engineering

Cited by 8 publications

References 10 publications

Effect of Flipped Teaching on Cognitive Load Level with Mobile Devices: The Case of a Graphic Design Course

Effect of Flipped Teaching on Cognitive Load Level with Mobile Devices: The Case of a Graphic Design Course

Online learning mediated by social teaching platforms: an experience from a flipped undergraduate physics course in renewable energies

Incorporating Active Learning Strategies into an Engineering Economics Course

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