Virtual On line
June 22, 2020
June 22, 2020
June 26, 2021
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. Active learning activities are necessary to increase engagement and comprehension in the classroom. 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, and then use the in-class time to participate in active learning strategies that increase engagement between faculty and students. However, there are some challenges to a fully flipped classroom that can be difficult to overcome in a civil engineering classroom. For this reason, a control-treatment group design study was conducted to pilot a Partially Flipped Classroom (PFC) instructional model over two semesters in a required civil engineering course to formally assess student engagement, perceptions, learning, and gains. Additionally, this study investigated whether this instructional model enabled students to reach higher-order cognitive skills in accordance with Bloom’s Taxonomy. Extensive qualitative and quantitative data were collected and analyzed using statistical procedures by an independent evaluator. This paper will present the highlights from the quantitative data analysis, examine the significant findings from the student focus groups conducted, discuss lessons learned from this study, and compare the results and student performances of this study to other flipped classroom students presented in the literature.
Warren, K., & Padro, M., & Wang, C. (2020, June), Highlights and Lessons Learned from a Partially Flipped Civil Engineering Classroom Study Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34727
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: © 2020 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