Construction and application of SPOC‐based flipped classroom teaching mode in Installation Engineering Cost curriculum based on OBE concept. Issue 6 (20th August 2020)

• Record Type: Journal Article
• Authors: Zhang, Lei; Xuan, Yueqing; Zhang, Huimin
• Is Part Of: Computer applications in engineering education. Volume 28:Issue 6(2020)
• Page Start: 1503
• Page End: 1519
• Publication Date: 2020-08-20
• Subjects: correlation analysis -- flipped classroom -- outcome‐based education -- questionnaire survey -- small private online course; Engineering -- Study and teaching (Higher) -- Periodicals; Engineering -- Computer-assisted instruction -- Periodicals; 620
• DOI: 10.1002/cae.22320
• Languages: English
• ISSNs: 1061-3773

Abstract

Abstract: The combination of the outcome‐based education (OBE) concept and the emerging engineering education is a developing trend of the joint effect of discipline development and social needs. From the perspective of reforming teaching practice, a small private online course (SPOC)‐based flipped classroom teaching mode of Installation Engineering Cost in Hebei Agricultural University based on the OBE concept was built, following the basic process of teaching goals–teaching activities–learning evaluation. These teaching activities including pre‐class, in‐class, and after‐class steps had run for 2 school years on big and small class scales. A questionnaire survey was conducted to analyze the teaching effect after 2 school years of teaching practice. The results showed that through the SPOC‐based flipped classroom teaching mode, final exam scores of students in the Urban and Rural Construction Institute were, on average, 11.11 points higher than those in the Modern Science and Technology Institute in 2017–2018 school year, and 8.32 points higher than those from traditional classroom teaching, indicating that the SPOC‐based flipped classroom teaching on the small class scale had a positive effect on mastery of knowledge. Questionnaire results showed that students' awareness, participation, and satisfaction in flipped classrooms were higher than in traditional classrooms. Compared to the big class teaching, the implementation of small class teaching was more conducive to the cultivation of students' comprehensive abilities. The SPOC‐based flipped classroom teaching mode provides a reference for blended teaching in the future.