Delivering manufacturing technology and workshop appreciation to engineering undergraduates using the flipped classroom approach. Issue 2 (April 2016)

• Record Type: Journal Article
• Authors: Mavromihales, Mike; Holmes, Violeta
• Is Part Of: International journal of mechanical engineering education. Volume 44:Issue 2(2016)
• Page Start: 113
• Page End: 132
• Publication Date: 2016-04
• Subjects: Engineering education -- teaching and learning strategy -- flipped classroom -- engineering curriculum design -- undergraduate engineering courses; Mechanical engineering -- Study and teaching (Higher) -- Periodicals; Mechanical engineering -- Periodicals; 621.0711
• DOI: 10.1177/0306419016637487
• Languages: English
• ISSNs: 0306-4190

Abstract

Delivery of manufacturing technology and practical workshop-based work, on undergraduate engineering courses that engage the learners, is challenging. The paper presents an experimental method of workshop delivery using theflipped learning approach, a pedagogical model in which the typical lecture and homework elements of a course are reversed. Video lectures are viewed by students prior to class. In-class time can be devoted to exercises, projects, or discussions as in this case. Learners were asked to observe three audiovisual clips in preparation for class. The objective was to determine whether the flipped classroom approach can enhance the learning experience, through better engagement with the students, compared to conventional classroom-based learning. The level of student participation and level of success have been established by means of feedback questionnaires from more than 100 participants and peer observation. The results are encouraging and demonstrate that this approach is favoured by the students.