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The flipped classroom approach in undergraduate engineering courses: students’ perceptions
Author(s)
Date Issued
2021
ISSN
1328-3154
Citation
Global Journal of Engineering Education, 2021, Vol. 23(3), pp. 246-251.
Type
Peer Reviewed Journal Article
Abstract
The flipped classroom approach is useful in many educational environments, including on-line, blended
and face-to-face, and especially during challenging times, such as the Covid-19 pandemic. Based on constructivist learning theory [1], and social cognitive career and motivation theory [2], this study was guided by two research questions: 1) how can the flipped classroom approach activate learners’ previous knowledge with the use of new materials in the form of recorded videos and other materials in a virtual engineering classroom?; and 2) how do engineering students describe their satisfaction and experience after a semester-long course based on a flipped classroom? An experimental classroom environment was created for four second-year engineering courses with the same instructor at a South Korean university. The results indicate that students enjoyed the flipped classroom approach due to
student autonomy and student-to-student interactions. The study results may assist to improve and upgrade the current on-line, blended, and face-to-face courses and programmes with technologically-assisted teaching and learning tools
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