Active Learning through Flipped Classroom in Mechanical Engineering: Improving Students' Perception of Learning and Performance

Autor/inn/en	Cho, Hyun Jin; Zhao, Kejie; Lee, Cho Rong; Runshe, Debra; Krousgrill, Chuck
Titel	Active Learning through Flipped Classroom in Mechanical Engineering: Improving Students' Perception of Learning and Performance
Quelle	In: International Journal of STEM Education, 8 (2021), Artikel 46 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cho, Hyun Jin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2196-7822
DOI	10.1186/s40594-021-00302-2
Schlagwörter	Active Learning; Flipped Classroom; Instructional Effectiveness; Lecture Method; Electronic Learning; Personal Autonomy; Academic Achievement; Performance Factors; Engineering Education; Undergraduate Students; Student Satisfaction + Suchen Sie Ihr Suchwort? Aktives Lernen; Flipped classrooms; Flip teaching; Inverted teaching; Unterrichtserfolg; Individuelle Autonomie; Schulleistung; Leistungsindikator; Ingenieurausbildung
Abstract	Background: To address some challenges that the large lecture-focused courses have faced in higher education, the flipped classroom model was implemented in mechanical engineering. The purpose of the study was to investigate mechanical engineering undergraduate students' performance in the flipped classroom. A comprehensive analysis was conducted to investigate the pedagogical benefits of active learning in the flipped classroom from a self-determination theory perspective. To evaluate the effectiveness of the flipped classroom, students' academic achievements in the flipped classroom were compared with the ones in the traditional lecture format. Moreover, to explore in-depth students' learning experiences and their perceptions about the flipped classroom, students' open-ended surveys were analyzed. Results: Results demonstrated that students in the flipped classroom performed better and favored the new model, feeling that flipped classroom was useful and helpful in preparing for the course. The qualitative findings showed that students felt that they benefited from the pre-week online lectures in the flipped classroom to prepare for the course. Conclusions: The current study shows that the flipped classroom model has the potential to create an autonomy-supportive learning environment and provide beneficial learning experiences. This study highlights the benefits of and future direction for implementing the flipped classroom in traditional mechanical engineering courses. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01