Flipped Learning in Engineering Modules Is More Than Watching Videos: The Development of Personal and Professional Skills

Abstract

The Accreditation Board for Engineering and Technology (ABET) has highlighted two key outcomes for students of all accredited engineering programs: the ability to communicate effectively with a range of audiences and the capacity to acquire and apply new knowledge as needed, using appropriate learning strategies. Likewise, in recent years, written exams, assignments, and oral presentations show transmission-skill deficiencies among engineering students. Flipped teaching serves to boost students to meet these outcomes and other competencies: comprehension reading, communication skills, character building, collaborative work, critical thinking, or creativity. So, flipped learning is more than watching videos. This research proposes two evidence-based transferable learning strategies built on a flipped-teaching model and was applied by the authors in engineering courses during the second year of the global pandemic caused by COVID-19: problem-based learning and teamwork assignments. The study comprised two phases. First, a systematic review of reports, writings, and exams delivered by students. It included some video-watching analytics to detect misuse. In the second stage, the authors ascertained trends of these outcomes. Student perceptions and other achievement indicators illustrate the possibilities for encouraging learners to achieve transmission, communication, and literacy outcomes. Results indicate that these learner-centered approaches may help students learn better, comprehend, apply, and transmit knowledge. But they require an institutional commitment to implementing proactive instruction techniques that emphasize the importance of student communication skills.

Frameworks and Models for Digital Transformation in Engineering Education: A Literature Review Using a Systematic Approach

“…Similarly, it is also interesting to see how digital tools and activities that facilitate cognitive processes, such as mind maps and project timelines, can be connected to activities such as inquiry and constructive modes of learning [30]. Under extreme circumstances such as the COVID-19 lockdowns, one of the greatest challenges for DT has been engineering teachers' and students' lack of digital competences, resulting in negative learning experiences that lead to widespread resistance to DT [51,52]. A typology, such as the one suggested in this study, could also facilitate engineering teachers better aligning digital technology with specific learning activities and goals instead of merely focusing on its implementation [53], leading to more meaningful experiences for both teachers and students, and in turn to a reduction in such resistance.…”

“…Despite the various benefits of DT in engineering education that have been reported at the micro, mezzo, and macro levels, relatively little is known about how DT promotes institutional development in universities. Changing institutional digitalization trends takes time, and engineering students and staffs need to adapt to new practices, invest resources, and promote digitalization skills with the support of their institutions [52]. Therefore, future research and practice in university-level education could pursue the development of curricula supporting engineering students' digital literacy and offering more hands-on, problem-based learning activities.…”

Meeting the new challenges in the teaching of Western civilisation for EFL students

“…There is a category of students who were not satisfied with the subject of culture and civilization ("the dislike" attitude). This can be understood regarding the exigencies and anxiety of close reading and writing activities (Suárez, Mosquera Feijóo, Chiyón & Alberti, 2021).…”

Merdeka Curriculum: Encouraging Creativity and Innovation of Islamic Religious Education Teachers in Madrasah

“…Students' interest in and comprehension of Islam may be piqued and their knowledge of Islamic education rendered more pertinent and contextualised. Learning quality can be enhanced through pedagogical modification and a greater focus on fostering innovation and creativity (Suárez et al, 2021). By adopting a more inclusive and progressive stance, instructors of Islamic education can enhance their adaptability in crafting instructional strategies and resources that captivate and resonate with pupils.…”

“…Islamic Education Teacher has an essential role in shaping character (Aningsih et al, 2022;Marini et al, 2021;Mujahid, 2021) and students' religious values (Adriany, 2019;Kholisoh et al, 2022;Mujahid, 2021;Suri & Chandra, 2021). They must have high competence in creativity and innovation (Suárez et al, 2021). Because creativity and innovation are crucial in developing meaningful student learning.…”