Evaluation of course outcome attainment of engineering course with traditional, blended and flipped classroom approaches

Vivek, C.M.; Ramkumar, P.

doi:10.1007/s10639-020-10353-7

Cited by 13 publications

(9 citation statements)

References 9 publications

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“…Flipped and blended instructions are two common types of Educational Technology (Ed-Tech) pedagogies that emphasize problem-solving and peer-assisted learning (Vivek & Ramkumar, 2021 ). In the flipped class, teachers’ instructional lectures are pre-recorded and delivered before class in order to develop student-centered activities (Lai et al, 2018 ).…”

Section: Introductionmentioning

confidence: 99%

Exploring the viability of augmented reality game- enhanced education in WhatsApp flipped and blended classes versus the face-to-face classes

Khodabandeh

2022

Educ Inf Technol

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The application of augmented reality games (ARG) as an emerging innovative technology has become a significant component of instructional learning contexts in recent years. ARG-based education as a form of student-centered learning situates students in a learning environment that integrates virtual elements with physical environments through three-dimensional pictures and videos on mobile devices for educational purposes. To connect the use of digital tools into the language classrooms and allow learners to view the real world, this study examined the viability of ARG-enhanced education on English foreign language (EFL) learners’ learning of giving and asking for directions in flipped and blended contexts. The study involved 60 EFL elementary students of homogenous English proficiency, organized into two comparative and one control group, with 20 participants in each group. For the pre-test, an 18-item multiple-choice test with one written and oral question was administered to assess the learners’ knowledge of asking for and giving directions. After taking the pre-test, the two comparative groups received 16 sessions of ARG-enhanced education (one with a blended and the other with a flipped classroom approach), while the control group received placebo instructions. The flipped group received the instructional materials preceding the online group, while the blended group received instruction in both online and face-to-face classes. The control group received instruction in a face-to-face context. After 8-weeks of treatment sessions, all participants of the study took the post-test. According to the results, both flipped and blended groups receiving ARG-enhanced education performed better than the control group in learning how to give and ask for directions. The results of this study may pave the way for EFL teachers and students to use ARG-based technology in online and traditional classes.

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Section: Introductionmentioning

confidence: 99%

Exploring the viability of augmented reality game- enhanced education in WhatsApp flipped and blended classes versus the face-to-face classes

Khodabandeh

2022

Educ Inf Technol

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“…However, in spite of the high level of engagement in this study, the low achievement rate suggests that there may be issues with the students’ individual learning processes. Previous studies have emphasized that learners may not adapt to the flipped environment, face problems focusing, and often do not efficiently manage their learning processes well (Vivek & Ramkumar, 2021 ). In this regard, the students may have watched videos tailored to the flipped environment out of necessity, but they may not have gained meaningful learning experiences as a result.…”

Section: Discussionmentioning

confidence: 99%

Whether to flip Extreme Apprenticeship: which is more effective in programming instruction?

2022

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Programming knowledge is more important than ever in the digital world. However, teaching programming can be challenging, especially with novice learners. Considerable research has been conducted into the most effective methods for teaching programming. Extreme apprenticeship, a variation of cognitive apprenticeship, is a method that has been used in teaching programming at university level in recent years. Because this method focuses particularly on completing lots of exercises with coaching and guidance, it may solve many problems related to learning programming. Flipped learning can be useful for student preparedness and providing sufficient theoretical knowledge at the beginning of the course. This study compares the applications of the extreme apprenticeship method, flipped extreme apprenticeship, and traditional classroom, analyzing them at the university level in terms of their effects on academic achievement and engagement coupled with gender differences. The findings of the study indicate that the extreme apprenticeship and flipped extreme apprenticeship instructional methods improve academic achievement and student engagement in introductory programming more than the traditional method. The results of the research point to important directions for the development of the extreme apprenticeship method in programming instruction and provide a guide for instructors. Supplementary Information The online version contains supplementary material available at 10.1007/s10639-022-11055-y.

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“…Another possibility is to let students make a first independent approach to both theoretical and practical concepts. To that end, the flipped classroom can allow students a certain understanding of the theoretical concepts prior to class [ 48 ], while cooperative work allows students to work in groups to solve exercises after a brief explanation of the theoretical concepts by the teacher [ 49 ]. The latter teaching methodology also favors peer support through working in groups and if adequate formative evaluation is conducted [ 12 ], although a simple classroom discussion among students can cover the support they demand [ 5 ].…”

Section: Overall Discussionmentioning

confidence: 99%

Reflections throughout the COVID-19 Lockdown: What Do I Need for Successful Learning of Engineering?

Revilla‐Cuesta

Skaf

Navarro

et al. 2021

IJERPH

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The intention of this study was to identify the elements that engineering students consider fundamental for successful learning on engineering courses. The aim was to provide generic guidelines suitable for any engineering course with which the teaching may be adapted in the light of comments from students, while student learning improves. The abrupt transition from face-to-face to asynchronous online teaching due to the COVID-19 pandemic prompted reflection among students on both teaching methods. Students were invited to evaluate each method through a survey of open-ended questions, identifying useful elements for their learning. The survey was repeated over nine weeks, to obtain the views of students after they had accepted the change and had critically analyzed how to improve online teaching. A cross-coded qualitative and mixed (word counting) analysis showed that the explanation of engineering concepts should be organized, hierarchical, repetitive, and exemplified. Furthermore, the teacher should link all the activities and projects to the concepts explained and quickly solve any doubts that they raised. As a consequence of the online teaching resulting from COVID-19, the need of independent student learning and peer support was also very evident. Teaching functions are essential on engineering courses, as teachers have to explain the overall concepts carefully, identify the key concepts, and demonstrate their industrial and professional applications. Furthermore, teaching methodologies that balance these aspects with autonomy and peer support for learning on engineering courses should be promoted.

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Evaluation of course outcome attainment of engineering course with traditional, blended and flipped classroom approaches

Cited by 13 publications

References 9 publications

Exploring the viability of augmented reality game- enhanced education in WhatsApp flipped and blended classes versus the face-to-face classes

Exploring the viability of augmented reality game- enhanced education in WhatsApp flipped and blended classes versus the face-to-face classes

Whether to flip Extreme Apprenticeship: which is more effective in programming instruction?

Reflections throughout the COVID-19 Lockdown: What Do I Need for Successful Learning of Engineering?

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