Students' Perceptions of the Flipped Classroom Model in an Engineering Course: A Case Study

Autor/inn/en	Baytiyeh, Hoda; Naja, Mohamad K.
Titel	Students' Perceptions of the Flipped Classroom Model in an Engineering Course: A Case Study
Quelle	In: European Journal of Engineering Education, 42 (2017) 6, S.1048-1061 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2016.1252905
Schlagwörter	Case Studies; Engineering Education; Student Attitudes; Teaching Models; Teaching Methods; Educational Strategies; Instructional Innovation; Instructional Effectiveness; Lecture Method; Intermode Differences; Active Learning; Student Surveys; Pretests Posttests; Critical Thinking; Problem Solving; Self Esteem; Teamwork; College Students; Foreign Countries; Blended Learning; Lebanon + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Ingenieurausbildung; Schülerverhalten; Lehrmodell; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstrategie; Educational Innovation; Bildungsinnovation; Unterrichtserfolg; Aktives Lernen; Schülerbefragung; Kritisches Denken; Problemlösen; Self-esteem; Selbstaufmerksamkeit; Collegestudent; Ausland; Libanon
Abstract	The flipped classroom model is an innovative educational trend that has been widely adopted in the social sciences but not engineering education. In this model, an active instructional approach shifts the educational strategy from a teacher- to a student-centred approach. The purpose of this study is to compare the learning outcomes of engineering students attending a flipped-model section of the Dynamics of Structures course with students attending a traditional, lecture-based section of the same course taught by the same instructor. The results confirm previous research showing that test scores in the flipped course sections were slightly higher than traditional sections. Although the improvement in test scores was statistically insignificant, student statements indicated that the flipped model promoted a deeper, broader perspective on learning, facilitated problem-solving strategies and improved critical-thinking abilities, self-confidence and teamwork skills, which are needed for a successful engineering career. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01