Abstract
This paper showcases an educational experience for a course titled - “Lean Six Sigma for Supply Chains” taught at university level, where an integrated course design to engage students in a flipped classroom method is used. The course design incorporates a synergy between Fink’s integrated course design model, experiential learning activities and formative assessments. The primary aim is to engage students in active learning of the course content. Therefore, all learning activities are designed according to the course learning goals, curricular and assessment requirements, prior knowledge of the students, and learning modes that are available to the students. These aspects allow educators to determine what is to be discussed in the classroom and how to facilitate active learning in-class and out-of-class. The course also leverages on the online learning space to develop both asynchronous and synchronous learning activities in order to engage student in their learning. To achieve the course learning goals, students are stimulated to participate in these learning activities and self-directed learning, in order to gain discipline specific knowledge and skills. This paper provides practical advice for course designers and programme leaders on how they can adopt an integrated course design approach in designing instructional activities for a flipped classroom setting to enhance student engagement and learning.
Highlights
Education systems around the world are facing immense challenges in training students with the methods and techniques to effectively prepare them in meeting the needs of the employment market
Several hands-on activities that allow students to participate in experiential learning across the six-week lesson plans were crafted to facilitate students’ active learning of the subject instead of the one-way traditional classroom lecturing model
We presented an integrated course design and instructional strategies for a six-week lesson plan that incorporated a mix of in-class and out-of-class activities to engage students in the learning process and application of theories through interactions with industry practitioners, who have practical experience in applying and implementing Lean and Six Sigma in their workplaces
Summary
Education systems around the world are facing immense challenges in training students with the methods and techniques to effectively prepare them in meeting the needs of the employment market. The role of the educator has expanded to include a mentor, a guide and a coach for the student in their learning journey (Camps, 2017; Kolb and Kolb, 2017; MacPhail et al, 2019) To meet these multi-faceted demands, educators need to be equipped with knowledge on critical course aspects in order to develop the learning content and adopt appropriate instructional strategies that best meet the students’ learning needs. Adaptive and positive attitudes towards embracing differences in students learning approaches, self-reflection, self-criticism, and a keen interest in the scholarship of teaching and learning Under such a premise, this paper showcases a course that was designed for engaging students in active learning of the course content. Several hands-on activities that allow students to participate in experiential learning across the six-week lesson plans were crafted to facilitate students’ active learning of the subject instead of the one-way traditional classroom lecturing model
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
