June 15, 2019
June 15, 2019
June 19, 2019
The pace and delivery style of a traditional engineering lecture makes it difficult for students to stay engaged, motivated, and achieve higher levels of learning in the classroom. Even with an excellent instructor, many students have a hard time managing their time in the classroom and are forced to use a ‘write down now, learn later’ strategy. Flipped classrooms have gained traction in recent years because this instructional method enables the student to begin the learning process outside of class at their own pace (still under the guidance of the instructor), digest the material prior to class, and subsequently, use the in-class time to participate in active learning strategies that increase engagement between faculty and students and enhance comprehension of the material. This study pilots a Partially Flipped Classroom (PFC) instructional model in a required civil engineering course to formally assess student engagement, perceptions, learning, and gains. This study will investigate whether a PFC model enables students to reach higher-order cognitive skills in accordance with Bloom’s Taxonomy. This paper is a work in progress but it presents the extensive research design, summarizes the preliminary student data from this study, and compares the data acquired from the control and treatment groups for the first two content modules (Test 1 and Test 2 data). Extensive qualitative and quantitative data were collected, and the preliminary results are promising. There appears to be a trend of improved overall student performance on quiz and test questions in some areas of the course and there are indications that this instructional model impacts the student’s ability to reach higher order cognitive skills in accordance with Blooms Taxonomy. Qualitative feedback collected during focus group interviews clearly align with the objectives of this study, and the treatment group participants have expressed value in the additional time created from the PFC instructional model. Students describe the flipped classroom as a more relaxed and effective learning environment. The formative feedback regarding the technology and use of time in the flipped classroom collected during this study has been invaluable to the continuous improvement process of this instructional model.
Warren, K., & Padro, M. (2019, June), Design and Preliminary Data from a Partially Flipped Classroom (PFC) Study in a Geotechnical Engineering Course Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--32597
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2019 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015