Students’ perceptions of the flipped classroom model in an engineering course: a case study

被引：35

作者：

Baytiyeh, Hoda ^{[1
]}

Naja, Mohamad K. ^{[2
]}

机构：

[1] Faculty of Arts and Sciences, The American University of Beirut, Beirut, Lebanon

[2] The Lebanese University, College of Engineering, Tripoli, Lebanon

来源：

European Journal of Engineering Education | 2017年 / 42卷 / 06期

关键词：

Teaching - Professional aspects - Education computing - Problem solving - Engineering education;

D O I：

10.1080/03043797.2016.1252905

中图分类号：

学科分类号：

摘要：

The flipped classroom model is an innovative educational trend that has been widely adopted in the social sciences but not engineering education. In this model, an active instructional approach shifts the educational strategy from a teacher- to a student-centred approach. The purpose of this study is to compare the learning outcomes of engineering students attending a flipped-model section of the Dynamics of Structures course with students attending a traditional, lecture-based section of the same course taught by the same instructor. The results confirm previous research showing that test scores in the flipped course sections were slightly higher than traditional sections. Although the improvement in test scores was statistically insignificant, student statements indicated that the flipped model promoted a deeper, broader perspective on learning, facilitated problem-solving strategies and improved critical-thinking abilities, self-confidence and teamwork skills, which are needed for a successful engineering career. © 2016 SEFI.

引用

页码：1048 / 1061