June 15, 2019
June 15, 2019
June 19, 2019
Both project-based learning and flipping the classroom have gained recent popularity in engineering education. These techniques change the classroom environment by placing the responsibility for learning on the students. Through a change in the traditional lecture model, students develop a higher investment in their work and have more agency in the learning process. For this study, a senior level civil engineering class structured around the project-based learning format and focused on geotechnical foundation design was changed from a traditional lecture delivery format to a flipped classroom format. Blending of both instructional techniques resulted in a project driven flipped class, in which the students had the motivation provided by an open-ended design project mixed with the flexibility of a flipped class. The framework for this blended delivery as well as benefits and challenges from both pedagogical approaches identified in the literature are presented in this paper. The potential benefits of both approaches as well as student performance in the course were assessed. Although more research is needed in this field, the results of this study suggest that a blended approach can provide a more balanced educational experience by compensating the weakness of each approach with the benefits from the other.
Perez-Mejia, A. A. (2019, June), Call It What You Want: Blending Project-based Learning and the Flipped Classroom Model in a Civil Engineering Course Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--32493
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