Student Perspectives on the Flipped-Classroom Approach and Collaborative Problem-Solving Process

Autor/inn/en	Karabulut-Ilgu, Aliye; Yao, Suhan; Savolainen, Peter; Jahren, Charles
Titel	Student Perspectives on the Flipped-Classroom Approach and Collaborative Problem-Solving Process
Quelle	In: Journal of Educational Computing Research, 56 (2018) 4, S. 513-537Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.1177/0735633117715033
Schlagwörter	Forschungsbericht; Educational Technology; Technology Uses in Education; Homework; Video Technology; Cooperative Learning; Problem Solving; Student Attitudes; Student Surveys; Grades (Scholastic); Mixed Methods Research; Focus Groups; Transportation; Undergraduate Students; Engineering Education; Teaching Methods; Observation + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Hausaufgabe; Kooperatives Lernen; Problemlösen; Schülerverhalten; Schülerbefragung; Notenspiegel; Verkehrswesen; Ingenieurausbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Beobachtung
Abstract	The flipped-classroom approach has gained increasing popularity and interest in engineering education. The purpose of this study was to investigate (a) student perspectives on the flipped-classroom approach in a transportation-engineering course and (b) how students used the in-class time dedicated to collaborative problem solving. To this end, the study adopted a mixed-methods approach. Quantitative data included an end-of-semester survey and student course grades. Qualitative data included information from focus-group interviews with students and video recordings that demonstrated selected groups' problem-solving processes. The results indicated that students found their flipped-classroom experience to be generally positive. Students were shown to engage in five types of behaviors during collaborative problem solving: problem analysis or understanding, individually working on problems, comparing individual work, interacting with peers, and interacting with the instructor. (As Provided).
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Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01