A case study on generative learning approaches in a studio and flipped class-room setting for increased learning outcomes

Abstract

Teaching and learning during Covid-19 have been strongly affected by lockdowns, isolated online learning, and the sudden requirement to alternatively assess students while considering the effect internet-based information sources. Here, we present outcomes on the learning outcome of students returning from distance learning into the face-to-face mode, studying the subject “Embedded Mechatronic Systems” employing increasingly methods of Generative Learning Theory (GLT) in a flipped classroom environment, using studio and project-based learning approaches. By introducing a group project component, the formerly disconnected laboratory components become strongly connected with students being exposed to practical aspects and teamwork, generating reflected reports and videos of their practical work. To overcome the effects of Covi-d19, tighter assessments, and in-person engagements is emphasised. Viva-voces have been introduced and AI invigilated final exams have been altered to in-class room quizzes, while monitoring the cohort’s performance over 3 sessions. Our data indicate that face-to-face learning and hands-on practice with peers using self-testing and self-explaining strategies enacts higher outcomes, opposed to remote modes of teaching. Our results exemplify on how to move back into face-to-face teaching with future steps to increase learning outcomes using the flipped classroom, GLT, and a studio setting being discussed.