Teaching programming in common first year engineering: discipline insights applying a flipped learning problem-solving approach

Abstract

This paper investigated at the discipline level if flipped learning and engineering focused problem solving could be used to overcome the difficulties associated with programming in a common first year engineering curriculum. Perceived relevance of course material can impact self-efficacy and mindset resulting in lower motivation to learn, effecting achievement. Literature suggests that flipped learning and engineering problem solving can be combined to improve engagement, perceived relevance and achievement. An effective implementation of flipped learning and engineering problem solving would be reflected in student interest and achievement across all disciplines. A common first year engineering course across nine engineering disciplines and a flexible cohort was implemented and analysed across two years with 793 students. Success was measured across four objectives: 1) Appeal across disciplines; 2) Achievement; 3) Future learning impact; and 4) Enrolment in computer engineering. Overall success was found across the four objectives with no major negative impact across the first-year experience, acceptable failure rates with achievement and student experience correlated with perceived discipline relevance, and enrolment success in computer engineering. Further refinement is needed targeted at improving the civil and mining student experience.This paper investigated at the discipline level if flipped learning and engineering focused problem solving could be used to overcome the difficulties associated with programming in a common first year engineering curriculum. Perceived relevance of course material can impact self-efficacy and mindset resulting in lower motivation to learn, effecting achievement. Literature suggests that flipped learning and engineering problem solving can be combined to improve engagement, perceived relevance and achievement. An effective implementation of flipped learning and engineering problem solving would be reflected in student interest and achievement across all disciplines. A common first year engineering course across nine engineering disciplines and a flexible cohort was implemented and analysed across two years with 793 students. Success was measured across four objectives: 1) Appeal across disciplines; 2) Achievement; 3) Future learning impact; and 4) Enrolment in computer engineering. Overall success was found across the four objectives with no major negative impact across the first-year experience, acceptable failure rates with achievement and student experience correlated with perceived discipline relevance, and enrolment success in computer engineering.Further refinement is needed targeted at improving the civil and mining student experience.

Flipping the Technical and Vocational Classroom for Increased Instructional Outcomes

“…In a case study comprising of 34 clinical pharmacy lecturers, 84% of the lecturers appreciated a flipped classroom pedagogy and 88% of the lecturers promised to adopt the model in their future classes (See & Conry, 2014). Several other researchers also confirmed the same basic finding that a flipped class model is satisfying to both students and instructors than the traditional lecture-based model (Cotta et al, 2016;Chen, Wang, & Chen, 2014;McNally et al, 2017;Michinov, Morice, & Ferrières, 2015;Nikolic, Ros, & Hastie, 2018;Saunders, Green, & Cross, 2017;Street et al, 2015;Tan, Brainard, & Larkin, 2015;Wozny, Balser, & Ives, 2018). For instance, in a survey consisting 120 tutees and 7 tutors, the tutees' average ratings were 6.97 ± 1.93 (from 1=unsatisfactory to 10=excellent).…”

“…Using a quasi-experimental design, Kakosimos (2015) Computer (n=26), Electrical (n=112), Mechatronics (n=77), Mechanical (n=166), Materials (n=20), Flexible (n=70), Environmental (n=28), Telecoms (n=11), Civil (n=260) and Mining (n=23). Once again, there was no significant evidence to conclude that flipped learning improved discipline grades (Nikolic, Ros, & Hastie, 2018). Indifferences in exam scores were also reported by Braun, Ritter, and Vasko (2014).…”

“…Overall, most studies found that assessment scores were insignificantly higher in flipped classes than in traditional classes (Baytiyeh & Naja, 2017;Beatty, Merchant, & Albert, 2017;Ravishankar, Epps, & Ambikairajah, 2018). Moreover, no significant changes were found between traditionally taught students and their flipped counterparts (Kakosimos, 2015;Nikolic, Ros, & Hastie, 2018). Conversely, in other studies, traditionally taught students significantly performed better than flipped students (Nishigawa et al, 2017;Taglieri et al, 2017;Zingaro & Porter, 2014).…”

Engineering Students at Day Zero: Selection and Concerns by Gender

“…This work will be expanded to include a qualitative component based on focus groups to try and extract a deeper understanding of the quantitative data collected. Continued work on this paper is important as a related study has shown how experiences and teaching approaches can be perceived very differently amongst different groups [20].…”

Implementing Flipped Classroom Strategy in Learning Programming

“…Successful students are usually students who are highly motivated in their learning. Researchers have conducted various studies that show a connection between motivation and success in learning programming [5][46] [47]. The different approaches and strategies introduced in the learning increase student motivation and make programming more exciting and relevant to real-life situations [48].…”