A quasi-qualitative analysis of flipped classroom implementation in an engineering course: from theory to practice

Abstract

Students have different learning approaches and acquire knowledge in different ways owing to their varied perceptions and grasping abilities. Treating students equally, following the traditional teacher-cantered approach, may not be effective and calls for innovations in knowledge dissemination. This article takes a student-centric approach to implement a ‘flipped classroom’ model in an engineering course for constructivism (i.e. experience-based learning), and students’ personalized learning. The performance of the flipped classroom approach is compared with the traditional lecturing approach using four lenses: students’ grades, students’ reflection using three surveys at different stages during the semester, teacher’s observation, and peer observation. In most of the existing approaches, analysis of the qualitative survey data is performed manually without computer assistance, and therefore these are criticized for being primeval and instinctive. In this research, a novel approach, based on fuzzy logic, is devised to evaluate the qualitative survey responses from the students. It is shown in this research, that the linguistic survey responses can be summarized in an index more meaningfully using a fuzzy logic-based approach. The results further showed that the flipped classroom model helped students to improve their grades and enhance engagements with their teacher and their peers. Increased interaction, during interactive class activities, was instrumental in evolving students’ problem-solving and critical analysis skills towards better learning experiences. Furthermore, students’ survey results, analyzed using the novel fuzzy indexing and a non-parametric statistical test showed that the intervention in the form of flipped classes was effective and found to be statistically significant. The findings of this study may help other academics, endeavoring for experience-based, and students’ personalized learning.

Scoping Review of Flipped Learning in Engineering Education Abeer Rasheed

“…Advantages of flipped learning were also mentioned by Nielsen (2020), who stated that educators are enabled to carry out their experiments with the help of flipped learning to reinforce learning of students and changing their study habits. This also was supported by Hussain et al (2020) who reported that flipped learning approach in the classroom enhances student's engagement with their teachers and peers. Jdaitawi (2020) also reported that flipped learning assist students in engaging in improving their connectedness and foster leisure attitudes.…”

“…This finding may be linked to the general premise that technology, with the use of flipped learning model, responds effectively to engineering students. Furthermore, flipped learning plays a key role in improving the social skills and interaction among students and teachers and their motivation (e.g., Hussain et al, 2020). In addition, peer and teacher interactions at its best motivate the students, maximize their engagement, and improve the development of other skills.…”

“…As for the enhancement of personal skills, 3 studies (17.65%) found flipped learning to contribute towards it. One study was found to examine the social skills enhancement of students through flipped learning (5.90%) wherein flipped learning mode facilitated interaction and collaborative learning among students and enabled them to extensively engage with each other(Hussain et al, 2020). However, the results reported the positive effect of flipped learning mode on various students' skills(Yoon, 2020;Hussain et al, 2020;Gren, 2019;Fung, 2020, Nielsen, 2020Baughman et al, 2019;Castedo et al, 2018;Jo et al, 2018).…”

“…One study was found to examine the social skills enhancement of students through flipped learning (5.90%) wherein flipped learning mode facilitated interaction and collaborative learning among students and enabled them to extensively engage with each other(Hussain et al, 2020). However, the results reported the positive effect of flipped learning mode on various students' skills(Yoon, 2020;Hussain et al, 2020;Gren, 2019;Fung, 2020, Nielsen, 2020Baughman et al, 2019;Castedo et al, 2018;Jo et al, 2018). The reason behind the result can be link to the importance of technology in the university life as well as flipped learning mode is currently widely used in engineering education.…”

Hybrid Element Heuristic Algorithm Optimizing Neural Network‐Based Educational Courses

“…A new method based on fuzzy logic is designed to evaluate students' survey responses from qualitative survey data. The flipped classroom model helps students improve their grades and strengthen their interaction with teachers and peers [7]. The results of these studies may all help other scholars to strive to achieve personalized learning based on experience and students, but their research is not comprehensive.…”