Activating Learning in Engineering Education Using ICT and the Concept of "Flipping the Classroom"

Autor/inn/en	Lucke, Terry; Dunn, Peter K.; Christie, Michael
Titel	Activating Learning in Engineering Education Using ICT and the Concept of "Flipping the Classroom"
Quelle	In: European Journal of Engineering Education, 42 (2017) 1, S.45-57 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lucke, Terry) ORCID (Dunn, Peter K.) ORCID (Christie, Michael)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2016.1201460
Schlagwörter	Blended Learning; Educational Technology; Homework; Technology Uses in Education; Teaching Methods; Video Technology; Engineering; Information Technology; Active Learning; Case Studies; Learner Engagement; Audience Response Systems; Learning Activities; Class Activities; Foreign Countries; Workshops; Lecture Method; Australia + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Hausaufgabe; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Maschinenbau; Informationstechnologie; Aktives Lernen; Case study; Fallstudie; Case Study; Lernaktivität; Ausland; Lernwerkstatt; Schulung; Australien
Abstract	This case study trialled the introduction of a student-response system (Top Hat) in a third-year engineering Fluid Mechanics course (n = 44) to improve student engagement, motivation and cognition. It was recognised that for the potential benefits of student-response systems (SRSs) to be fully realised, more time must be allocated for student engagement and the active learning components of the course. In order to allow sufficient time to fully engage with the SRSs and other classroom activities, traditional lectures were revised and the classroom format was flipped. This paper presents the initial case study results focusing on the use of SRSs. Overall, the new flipped lecture and SRS teaching format demonstrated a substantial increase in the level of student engagement, motivation, active learning and attendance compared to previous cohorts. However, the increased levels of engagement did not appear to reflect on any large increase in students' individual grades. (As Provided).
Anmerkungen	Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01