The hybrid Project-Based Learning–Flipped Classroom: A design project module redesigned to foster learning and engagement. Issue 4 (October 2021)

• Record Type: Journal Article
• Authors: Chua, KJ; Islam, MR
• Is Part Of: International journal of mechanical engineering education. Volume 49:Issue 4(2021)
• Page Start: 289
• Page End: 315
• Publication Date: 2021-10
• Subjects: Hybrid project-based learning -- flipped classroom -- problem-solving -- engineering design project -- engineering education; Mechanical engineering -- Study and teaching (Higher) -- Periodicals; Mechanical engineering -- Periodicals; 621.0711
• DOI: 10.1177/0306419019838335
• Languages: English
• ISSNs: 0306-4190

Abstract

We present the design and implementation of a blended learning environment where fundamental concepts belonging to a flipped classroom paradigm are applied to a project-based learning module. Several in-class and out-class activities are employed pivoting on the objective of improving students' learning experiences in an engineering project-connected curriculum. The key idea of this pedagogy study is to structure most of the theoretical aspects of the subject matter in pre-recorded video lectures, online media platforms, learning materials and quizzes. For students exposed to the hybrid Project-Based Learning–Flipped Classroom pedagogy, it is mandatory for them to watch the video lectures and partake the online quizzes before coming to class. Accordingly, studio classes are not spent covering theories, instead time is spent on discussions and small-scale engineering demonstrations so that students have better perspectives on the actual application of theories. We compared results from two classes of students – one is subjected to a traditional project-based learning while the other undergoes a hybrid Project-Based Learning–Flipped Classroom. Key findings have indicated a significant increase in fundamental formative knowledge, enhanced problem-solving abilities and production of better performing artefacts with regard to the set of design skills for students undergoing hybrid Project-Based Learning–Flipped Classroom. Survey results further highlighted that Project-Based Learning–Flipped Classroom students were highly positive towards achieving better project outcomes and are able to think critically in developing creative artefacts. As a result, these Project-Based Learning–Flipped Classroom students are more active in their learning process. This study provides a reference platform for educators who are seeking new directions in learning/facilitating strategies that complement existing methods in order to enrich the project-based learning experience of students.