Flipping The Classroom to Increase Students’ Engagement and Interaction in a Mechanical Engineering Course on Machine Design

Kanelopoulos, John; Papanikolaou, Kyparisia A.; Zalimidis, Pavlos

doi:10.3991/ijep.v7i4.7427

Cited by 27 publications

(21 citation statements)

References 8 publications

(11 reference statements)

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“…Moreover, because students learn fundamental concepts before attending classes, they are encouraged to engage in deeper learning through interactions during the in-class time (Gilboy et al, 2015;Kanelopoulos et al, 2017). In a traditional classroom where the course contents are delivered mainly by the instructor, students hardly interact with course materials or their peers during the class (Velegol et al, 2015).…”

Section: Flipped Classrooms In Higher Educationmentioning

confidence: 99%

Active learning through flipped classroom in mechanical engineering: improving students’ perception of learning and performance

et al. 2021

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Background To address some challenges that the large lecture-focused courses have faced in higher education, the flipped classroom model was implemented in mechanical engineering. The purpose of the study was to investigate mechanical engineering undergraduate students’ performance in the flipped classroom. A comprehensive analysis was conducted to investigate the pedagogical benefits of active learning in the flipped classroom from a self-determination theory perspective. To evaluate the effectiveness of the flipped classroom, students’ academic achievements in the flipped classroom were compared with the ones in the traditional lecture format. Moreover, to explore in-depth students’ learning experiences and their perceptions about the flipped classroom, students’ open-ended surveys were analyzed. Results Results demonstrated that students in the flipped classroom performed better and favored the new model, feeling that flipped classroom was useful and helpful in preparing for the course. The qualitative findings showed that students felt that they benefited from the pre-week online lectures in the flipped classroom to prepare for the course. Conclusions The current study shows that the flipped classroom model has the potential to create an autonomy-supportive learning environment and provide beneficial learning experiences. This study highlights the benefits of and future direction for implementing the flipped classroom in traditional mechanical engineering courses.

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Section: Flipped Classrooms In Higher Educationmentioning

confidence: 99%

Active learning through flipped classroom in mechanical engineering: improving students’ perception of learning and performance

et al. 2021

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“…Further, several other studies tried to integrate the flipped learning approach with innovative technological tools in a pedagogical framework to address different issues within engineering education. For example, a study developed an instructional design framework recommending wikis as the hub of content delivery (Kanelopoulos et al, 2017). This study used collaborative problem-solving as the key method to employ in classrooms as a part of a flipped learning approach.…”

Section: Model Applicationmentioning

confidence: 99%

Review of flipped learning in engineering education: Scientific mapping and research horizon

2021

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The COVID-19 pandemic makes flipped learning more relevant to address the challenges of remote learning. Therefore, renewed attention is warranted in critically appraising the implications on which flipped learning is built. Though several studies have reviewed the flipped learning research in the past, the majority has qualitatively synthesized the flipped learning literature, thus, lacking the overall perspective provided quantitatively for appraising the existing state of affairs of flipped learning research in engineering education. This study addresses this gap by objectively mapping the conceptual, intellectual, and social structure of research development in flipped learning using a bibliometric review method. Findings reveal that flipped learning in engineering education is a relatively new field of research and in recent time it has entered into the stage of exponential growth. Findings also show the effectiveness of the flipped learning model to address the challenges of complex pedagogical applications in different fields of engineering education. This study provides a quantitative synopsis of the flipped learning literature which can be used as an anchor for future study.

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“…Sebaliknya, mahasiswa kelompok kontrol masih harus bertanya tahap-tahap pembuatan preparat dan masih tampak bingung mengenai hal-hal yang harus dikerjakannya. Kanelopoulos, Papanikolaou, & Zalimidis (2017) menyatakan bahwa, mahasiswa yang mempersiapkan diri dengan baik pada pre-class menunjukkan lebih percaya diri dalam mengajukan pertanyaan dan menyampaikan ide. Pada penelitian Satrio & Utami (2018), mahasiswa kelompok perlakuan menunjukkan keaktifan pada diskusi di kelas karena kesiapannya dalam mengikuti pembelajaran.…”

Section: Gambar 2 Tahap Penelitianunclassified

Implementasi Flipped Classroom pada Materi Whole Mount (Asetolisis Polen dan Spora) untuk Meningkatkan Pemahaman Mahasiswa

Susilawati

2020

B : JIB

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The implementation of the flipped classroom model was one of the efforts to prepare quality human resources and master the skills of the 21st century. Face-to-face activities that were more of an analysis, evaluating, and creating in a flipped classroom could train critical thinking skills and had a direct impact on students' understanding. The purpose of this study was to analyze the implementation of the flipped classroom model and its effect on students' understanding of the whole mount material (pollen and spore acetolysis) in microtechnique courses. This research was a quasi-experiment with nonequivalent control group design. The independent variable was the flipped classroom model, while the dependent variable was student understanding. Test (pretest and posttest) was used as data collection techniques. Data analysis was performed by calculating the N-gain then t-test. The learning design was divided into pre-class, in-class, and post-class stages. The in-class stage is designed using the practicum method. The results showed that the percentage of students with high and moderate N-gain categories in the control group was 43.76%, while in the treatment group was higher, namely 64.87%. The implementation of a flipped classroom could improve student understanding of lecture material.

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Flipping The Classroom to Increase Students’ Engagement and Interaction in a Mechanical Engineering Course on Machine Design

Cited by 27 publications

References 8 publications

Active learning through flipped classroom in mechanical engineering: improving students’ perception of learning and performance

Active learning through flipped classroom in mechanical engineering: improving students’ perception of learning and performance

Review of flipped learning in engineering education: Scientific mapping and research horizon

Implementasi Flipped Classroom pada Materi Whole Mount (Asetolisis Polen dan Spora) untuk Meningkatkan Pemahaman Mahasiswa

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