The Effectiveness of Flipped Classroom on Student Independent Learning in Computer-Aided Design Course

Abstract

Computer-aided design courses students tend to apply what they have learned to the various design projects they end up working on. As the software keeps updating and design projects vary in complexity and topics, it is not easy to cover all aspects that students encounter in professional practice. Therefore, students need to learn independently to overcome any problem they might face with the quick advancement of technology.Action research was used to investigate the effectiveness of flipped classroom using online materials on students' independent learning in a computer-aided design course. 50-51 students were involved throughout the three cycles of this action research. Data were collected using three independent methods (project, observation checklist and survey) in every cycle to achieve triangulation. In the first cycle, students were given guiding information with a list of videos delivered by other instructors to learn independently from before the class. In the second cycle, the students were passed the list of videos to watch without the guiding information, and the third cycle involved giving students more time to complete the work.Most students believed that they had learnt more using flipped classroom than the traditional method used and reported enjoyment of doing the project during the class time and ease of understanding the online material. Giving students more time in Cycle 3 allowed them to learn more, be more creative and have a more enjoyable experience. Most students wanted to continue using the flipped classroom method and recommended it to other students. Overall, the flipped classroom had a positive effect on independent student learning. It was reported that most students had curiosity, commitment, persistence, responsibility, obtained understanding with limited help required, started questioning ideas and information and took initiatives.