Enhanced Learning Experience by Comparative Investigation of Pedagogical Approach: Flipped Classroom

Abstract

Abstract The challenges in the conventional Instructional classroom can be overcome by converting into an interactive problem-solving session for its effectiveness. As a facilitator the only objective while entering a large classroom is enabling learning environment at the highest level and imparting knowledge to each and every individual by having an extensive two way communicating classroom with more discussions and interactive sessions. Time management plays a significant role for balancing long term goals of every classroom and bringing into action the immediate educational needs of students. With this objective in mind a classroom performing reverse activity has been introduced called the “FLIPPED CLASS-ROOM” for the most fundamental courses of the electronics and communication i.e., circuit analysis (CA), linear integrated circuits (LIC) and CMOS VLSI to enhance the learning capability in provided span of time. In education sector, creativity in facilitating knowledge to individual student is a high level process to develop disciplined reading and writing. It is obligatory for each individual student to have a strong foundation of all the basic courses as per the feedback received from placement cell, higher semester pupil and alumni. In the era of large scale integration, LIC course plays a very important role for electronics and communication engineer as it includes analysis of solid state analog and digital devices. This pedagogical method employs video lectures and practice problems as home work assignments and group based problem solving activities in class-room was given in the previous year. This paper discusses the improvement in the learning process of a course LIC which is been carried out with second iteration of flipped class room method as a pedagogical style. The authors have attempted to address the following experience of the students in “What is the efficacy of introducing better pedagogical strategies and investigating the approach to efficiently impart quality knowledge in large classroom?” Comparative analysis of session conduction, level of questions to be posted and clarity of the concepts learnt has been performed to improvise the level of teaching, interrogatory sessions and student involvement in class-room. Study reflected that analysis of comparison enhanced the learning level in individual student by increasing their interaction and engagement in the class-room which resulted in thorough understanding of the course. The activity presented, motivated the lecturers to increase the level of questions to be asked as mentioned in the bloom’s taxonomy. This paper discusses the details of the activities, impact of the activities on students and the authors. As an outcome of the activity there was a significant positive difference in student’s academic achievement in ESA and attitude towards learning a course with complete understanding of the basics.