Mind Map As A Tool For Enforcing Learning During Flipped Class: Application to Petroleum Engineering

Abstract

Flipped learning has been proven to be an efficient learning strategy that can enforce learning and improve many desirable skills and attributes for learners. To properly implement a flipped class, the educator must use appropriate tools to facilitate learning during the pre-class (i.e., self-study) and in-class (i.e., with the educator) stages. The preclass stage of a complete flipped class process requires students to self-learn with the minimum educator guidance. However, educators should ensure they create a resourceful learning environment for students to learn properly. This environment should consider directing the students and supporting them with efficient learning tools and scaffolding instruments to minimise their endeavours and make them more learning-focused. Mind maps are examples of tools that students may use to summarise lecturing notes, digest the learning contents easily, discuss the concepts with peers and groups, share the contents with lecturers and class, and finally get constructive feedback from lecturers and peers. In this work, the mind map was used to enforce students’ learning during a flipped class of two petroleum engineering core subjects at a Malaysian university. Two batches of students simultaneously taking two core subjects in the January 2022 semester were guided to use mind maps for learning during the pre-class step of implemented flipped classes. Students were directed to reading material and asked to use mind maps during pre-class to summarise and digest the contents before presenting in hybrid (physical-online) classes, during which the lecturer gives instantaneous feedback. After the flipped class, data was collected to assess the impact of the implemented mind map-inclusive flipped class framework on learning performance. Two data sources were used, students’ responses to an online survey and student marks of two coursework components related to the intended course learning outcome (Quiz 2 and Test 2). The responses to the survey revealed that using mind maps has substantially improved all four indicators. The student marks in the two coursework components indicated satisfactory learning performance.Keywords: cognitive domain, engagement, flipped class, mind maps, soft skills.