Evaluation of a flipped classroom model base on students’ perceptions: An undergraduate engineering module case study

Abstract

Flipped classroom approach has become popular due to the potential for creating deep learning experiences using active learning and the use of technology that facilitates the implementation of the approach (Abeysekera and Dawson, 2014). The aim of this research is to assess whether the Flipped Classroom model designed and implemented by the authors is perceived as effective by engineering students on the mandatory second year management module.

The supplemental blended learning model (Twigg, 2003) was used to create a delivery model consisting of lectures, out-of-class activities and ending with flipped classroom seminars. The fortnightly lectures and online learning material underpinned the in-class activity-led seminars which in turn aligned to the assessment.  Given the requirements for students to manage their engagement with learning outside of the classroom, self-regulated learning has been considered within the study.

The authors collected the data using two online pre-validated questionnaires (Shih, Liang and Tsai, 2019) via Qualtrics and applied descriptive statistical analysis tools and the Pearson correlation analysis, using SPSS software. Results indicated that students perceived the activity led learning part of the flipped classroom (seminars) as a positive experience and are satisfied with how the experience enhanced their learning. Survey analysis revealed students reported a lack of critical engagement with the online material, inconsistently allocating time to learning nor systematically preparing for the face-to-face activity led learning seminars. There was general agreement the flipped classroom approach required more self-regulated learning skills.