Abstract
BackgroundTo address some challenges that the large lecture-focused courses have faced in higher education, the flipped classroom model was implemented in mechanical engineering. The purpose of the study was to investigate mechanical engineering undergraduate students’ performance in the flipped classroom. A comprehensive analysis was conducted to investigate the pedagogical benefits of active learning in the flipped classroom from a self-determination theory perspective. To evaluate the effectiveness of the flipped classroom, students’ academic achievements in the flipped classroom were compared with the ones in the traditional lecture format. Moreover, to explore in-depth students’ learning experiences and their perceptions about the flipped classroom, students’ open-ended surveys were analyzed.ResultsResults demonstrated that students in the flipped classroom performed better and favored the new model, feeling that flipped classroom was useful and helpful in preparing for the course. The qualitative findings showed that students felt that they benefited from the pre-week online lectures in the flipped classroom to prepare for the course.ConclusionsThe current study shows that the flipped classroom model has the potential to create an autonomy-supportive learning environment and provide beneficial learning experiences. This study highlights the benefits of and future direction for implementing the flipped classroom in traditional mechanical engineering courses.
Highlights
As undergraduate students’ enrollment in institutions has significantly increased across the USA, large classes that heavily relied on a lecture format have become more common throughout higher education (Cuseo, 2007; Toth & Montagna, 2002)
The current study explores the flipped classroom setting in a mechanical engineering course
The current study supports our hypothesis that the flipped model may have a significant association with students’ learning outcomes and that students may benefit from the learning environment created by the flipped classroom: to provide a preview to prepare for the in-class activities, accessibility, and flexibility for students to learn on their own, and more group activities opportunities
Summary
As undergraduate students’ enrollment in institutions has significantly increased across the USA, large classes that heavily relied on a lecture format have become more common throughout higher education (Cuseo, 2007; Toth & Montagna, 2002). The large lecture-focused courses have faced challenges, such as having higher withdrawal rates and impeding student engagement in course activities, which may be related to deficits in students’ academic achievement (Becker & Powers, 2001; Cuseo, 2007; Lax et al, 2017). College instructors reorganize instructional design to improve students’ interaction, engagement, and academic achievement (Herrmann et al, 2003; Hudson et al, 2014) They incorporate effective pedagogical strategies, along with new technologies, into their courses with large numbers of students to promote students’ learning experiences in traditional classroom settings (Boose, 2001; Graves & Twigg, 2006; Riffell & Sibley, 2004). To explore in-depth students’ learning experiences and their perceptions about the flipped classroom, students’ open-ended surveys were analyzed
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