Activating learning in engineering education using ICT and the concept of 'Flipping the classroom'. (2nd January 2017)

• Record Type: Journal Article
• Authors: Lucke, Terry; Dunn, Peter K.; Christie, Michael
• Is Part Of: European journal of engineering education. Volume 42:Number 1(2017)
• Page Start: 45
• Page End: 57
• Publication Date: 2017-01-02
• Subjects: Flipped learning -- student-response system -- active learning in engineering education; Engineering -- Study and teaching -- Periodicals; 620.007114
• DOI: 10.1080/03043797.2016.1201460
• Languages: English
• ISSNs: 0304-3797

Abstract

ABSTRACT: This case study trialled the introduction of a student-response system (Top Hat) in a third-year engineering Fluid Mechanics course ( n = 44) to improve student engagement, motivation and cognition. It was recognised that for the potential benefits of student-response systems (SRSs) to be fully realised, more time must be allocated for student engagement and the active learning components of the course. In order to allow sufficient time to fully engage with the SRSs and other classroom activities, traditional lectures were revised and the classroom format was flipped. This paper presents the initial case study results focusing on the use of SRSs. Overall, the new flipped lecture and SRS teaching format demonstrated a substantial increase in the level of student engagement, motivation, active learning and attendance compared to previous cohorts. However, the increased levels of engagement did not appear to reflect on any large increase in students' individual grades.