Student Perspectives of Independent and Collaborative Learning in a Flipped Foundational Engineering Course

Autor/inn/en	Zaka, Pinelopi A.; Fox, Wendy H.; Docherty, Paul D.
Titel	Student Perspectives of Independent and Collaborative Learning in a Flipped Foundational Engineering Course
Quelle	In: Australasian Journal of Educational Technology, 35 (2019) 5, S.79-94 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fox, Wendy H.) ORCID (Docherty, Paul D.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Undergraduate Students; Student Attitudes; Independent Study; Cooperative Learning; Blended Learning; Engineering Education; Learner Engagement; Cognitive Style; Educational Benefits; Foreign Countries; New Zealand + Suchen Sie Ihr Suchwort? Schülerverhalten; Selbststudium; Kooperatives Lernen; Ingenieurausbildung; Cognitive styles; Kognitiver Stil; Bildungsertrag; Ausland; Neuseeland
Abstract	Flipped teaching and learning approaches are being increasingly used in higher education. Some advantages associated with the approach include providing opportunity for self-directed learning and enhanced collaboration between students. In this study, an implementation of a flipped approach in a first year foundational engineering dynamics course was researched to investigate student views on independent and collaborative learning inherent in flipped learning. Eighteen undergraduate students (11 male and 7 female) participated in this qualitative study. The flipped part of the course was designed to include self-paced independent learning and in-class learning, with opportunities to collaborate, ask questions, and work on examples. Data were collected using semi-structured interviews. The results of the study indicated that students universally enjoyed learning independently and appreciated the increased collaboration induced by the flipped approach. The flexibility of the approach enabled a range of approaches to independent learning and collaboration, and students were able to find learning styles that suited them. This article concludes with a range of recommendations for practice to further support independent and collaborative learning with the use of flipped approaches. (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: https://ajet.org.au/index.php/AJET
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01