Please use this identifier to cite or link to this item: http://hdl.handle.net/20.500.11861/8250
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dc.contributor.authorDr. DOS SANTOS Luis Miguel, Louisen_US
dc.date.accessioned2023-10-12T08:22:17Z-
dc.date.available2023-10-12T08:22:17Z-
dc.date.issued2021-
dc.identifier.citationGlobal Journal of Engineering Education, 2021, Vol. 23(3), pp. 246-251.en_US
dc.identifier.issn1328-3154-
dc.identifier.urihttp://hdl.handle.net/20.500.11861/8250-
dc.description.abstractThe 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 toolsen_US
dc.language.isoenen_US
dc.relation.ispartofGlobal Journal of Engineering Educationen_US
dc.titleThe flipped classroom approach in undergraduate engineering courses: students’ perceptionsen_US
dc.typePeer Reviewed Journal Articleen_US
item.fulltextNo Fulltext-
crisitem.author.deptDepartment of Counselling & Psychology-
Appears in Collections:Counselling and Psychology - Publication
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