Abstract
Flipped learning is a form of active learning in which the basic content is assimilated before scheduled classroom sessions, enabling more productive use of classroom time to cultivate problem-solving ability, a key requirement of engineering graduates. While the flipped learning approach has escalated in popularity in the last five years, there are relatively few case studies for civil engineering modules in the literature, and none in the Irish educational context. Experience of delivering a 3rd year soil mechanics module through flipped mode at NUI Galway over the past six years is presented in this paper. The manner in which the flipped approach has been interpreted is described, including the development of short videos, the workshop format of the classroom sessions and the assessment methods used. While the author is not in a position to provide definitive evidence of its effectiveness, students have found it to be a more convenient, engaging and effective learning experience, and surprisingly comfortable given the expectation for much greater activity in the classroom than would be expected in lectures. Finally, reflections from the instructor’s side, both the benefits and the challenges, are conveyed in the paper.
Highlights
Introduction and literature reviewAn accredited engineering degree is a professional qualification intended to produce graduates who can ‘do’ things, rather than merely ‘know’ things, from the outset of their careers
Extensive research has shown that active learning strategies are associated with increased student engagement, critical thinking and improved attitudes towards learning (e.g. O’Dowd and Aguilar-Roca, 2009) and improved academic performance (e.g. Freeman et al, 2014)
Applied to a university setting, students assimilate the basic module content and concepts outside the lecture room, freeing up classroom time for activities aimed at developing their critical thinking and problem-solving skills
Summary
An accredited engineering degree is a professional qualification intended to produce graduates who can ‘do’ things, rather than merely ‘know’ things, from the outset of their careers. Irish Journal of Technology Enhanced Learning concurrently in different modes In this author’s opinion, there is no perfect comparative study; with the first method, the comparison is based on different content, some of which may call upon prior material learned through the other mode, while the second method is impractical in most research-intensive third-level institutions. In both scenarios, some ‘convergence’ of the two approaches is likely when delivered by the same instructor. The author’s experience of the process from the instructor’s side, both the benefits and the challenges, is considered in the paper
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