This study examines a module taught on an engineering programme using a flipped approach, to students who otherwise were taught using a traditional lecture-seminar model. Students’ perceptions of the module and their own evaluation of their use of learning materials were examined, using questionnaires and interviews. Results indicated a high level of engagement, but lower usage of the theory based learning materials, with preference for practical materials. A slight increase in GPA for the flipped classroom cohort was not statistically significant, and the proportion of high achieving students did not change. However, the module reduced the failure rate to zero, indicating that this approach particularly benefits weaker students, while not reducing the performance of abler students.
|Title of host publication||Proceedings of the International Conference in Information & Communication Technologies 2016|
|Editors||Linda Morris, Costas Tsolakidis|
|Publication status||Published - Jul 2016|
Lancastle, S., Barlow, C., & Davison, L. (2016). A Flipped classroom in Engineering Education – Student Perception and Effect on Learning. In L. Morris, & C. Tsolakidis (Eds.), Proceedings of the International Conference in Information & Communication Technologies 2016