The purpose of this article is to describe the current state of knowledge and practice in the flipped learning approach in engineering education and to provide guidance for practitioners by critically appraising and summarizing existing research. This article is a qualitative synthesis of quantitative and qualitative research investigating the flipped learning approach in engineering education. Systematic review was adopted as the research methodology and article selection and screening process are described. Articles published between 2000 and May 2015 were reviewed, and 62 articles were included for a detailed analysis and synthesis. The results indicated that flipped learning gained popularity amongst engineering educators after 2012. The review revealed that research in engineering education focused on documenting the design and development process and sharing preliminary findings and student feedback. Future research examining different facets of a flipped learning implementation, framed around sound theoretical frameworks and evaluation methods, is still needed to establish the pedagogy of flipped learning in teaching engineering. [ABSTRACT FROM AUTHOR]

A systematic review of research on the flipped learning method in engineering education

The flipped classroom: A meta-analysis of effects on student performance across disciplines and education levels

Introduction Information and Communication Technologies (ICT) curricula are a core priority of educational policies worldwide, for cultivating students' diverse digital competences (Commonwealth of Australia, 2010; US Department of Education, 2010; Eurydice, 2012). These digital competences are considered a core strand of the 21st century skillset and industry work-force requirements are shifted towards attaining and exploiting such competences (OECD, 2014). Thus, ICT educational curricula have been increasingly required to effectively cultivate student digital competences by promoting more student-centred teaching approaches (e.g., Balanskat & Engelhardt, 2015). For example, the project-based approach has been positively evaluated in the context of K-12 education as a promising method to effectively engage students in the learning process and to develop their digital competences (e.g., Wang et al., 2016; Tsai et al., 2015). Furthermore, on top of exploiting such student-centered teaching approaches, educational innovations such as the Flipped Classroom Model (FCM) have also been studied for improving learning experiences and competences. The FCM has been proposed as a method to maximize the use of teacher-supported face-to-face classroom-based sessions towards delivering hands-on activities and individual scaffolding. To achieve this, it opts for substituting the traditional teachers' lecture with appropriately designed educational resources which can be engaged by the student in an autonomous manner (Bergmann & Sams, 2012). The FCM has received a growing level of research attention given the promising results that showcase its capacity to enhance teaching practice and deliver (among others) better students' cognitive learning outcomes and motivation in a wide range of subjects and educational levels, including ICT and STEM (Giannakos et al., 2014). However, regarding ICT teaching, existing FCM research has been solely addressed in Higher Education, where a large body of research exists that provides positive evidence on the potential of FCM to provide enhanced student experiences. Despite this evidence, however, no explicit focus has yet been placed on evaluating the FCM in the context of K-12 ICT teaching. This presents an important challenge, especially considering the range of successful implementations of the FCM in other compulsory school education subjects. Thus, the contribution of this paper is to address the aforementioned issue and evaluate the FCM within the context of K-12 ICT curriculum. More specifically, the work presents the design and implementation of an action research for evaluating the capacity of the FCM to enhance students' learning experiences from a range of perspectives, namely (a) cognitive learning outcomes, (b) distribution of different types of learning activities during the face-to-face sessions, (c) levels of motivation during the learning activities, and (d) level of students' engagement during the learning activities. The remainder of the paper is structured as follows. The Background section defines the FCM and describes existing research work on its implementation in Higher Education to enhance students' learning experiences. The Research Methodology section presents the design and methodology of the action research. The Results section presents the findings of the action research in terms of the four research questions defined. Finally, the Discussion and Future Work section presents the conclusions drawn and outlines potential strands of further research. Background The Flipped Classroom Model (FCM) is an emerging blended learning model, which argues for improving the student-centered exploitation of face-to-face sessions, by minimizing teacher lecture and increasing students' active learning and collaboration (Bergmann & Sams, 2012). Teacher-facilitated face-to-face sessions can provide students with unique learning experiences through direct access to both their classmates (for collaborative activities) as well as to feedback and scaffolding by their teacher (DeLozier & Rhodes, 2016). …

Investigating the Potential of the Flipped Classroom Model in K-12 ICT Teaching and Learning: An Action Research Study.

Introduction : The flipped classroom is a radical pedagogy whereby online lectures take place outside class, and the conventional classroom is used for active problem solving. It has successfully met the approval of students and teachers alike in the Western world. Objective : This paper aims to evaluate the response to flipped classroom teaching in Asian schools. Asian students stereotypically learn differently from their Western counterparts hence their receptivity to flipped classrooms may also vary. Method and Result : Collective results from twelve case studies carried out in Asia reflect a positive response from majority of the Asian students who experienced the flipped classroom. Conclusion : The flipped classroom, although a relatively new model of practice in Asia, appears to be gaining momentum and is well-received. These findings not only fuel the necessity for more resources to be channelled into furthering the potential of the flipped classroom in Asia, they can also be of special value to schools with a strong international culture worldwide.

/pdf/the-flipped-classroom-viewpoints-in-asian-universities-53lp92ei3e.pdf

The Flipped Classroom: Viewpoints in Asian Universities

Combining new educational approaches and educational technologies can make mathematics education more adaptable to pupils’ needs in the 21st century. Our explorative educational study aimed to identify how learning settings and learning environments should be designed to facilitate synthesising flipped approaches to education and using GeoGebra. To discover how to combine flipped approaches and GeoGebra in mathematics education, we conducted a nine-month educational study at a Viennese secondary school. In our study, we focused on pupils’ needs, as pupils are key to combining successfully new educational approaches and using technologies. Analysing our qualitative research data following design-based and grounded theory approaches indicates that the categories (a) clear task definition and task design, (b) feedback, (c) context and benefits, and (d) single-source learning environments are important for pupils when utilising GeoGebra for enhancing flipped education.

/pdf/enhancing-flipped-mathematics-education-by-utilising-3ooeymm41f.pdf

Enhancing Flipped Mathematics Education by Utilising GeoGebra

—A successful engineering education must possess a wide engineering disciplines and real-world skills. Software engineers have ability to apply several methods in practice. Engineering educators face a complementary and more challenging problem, how to effectively teach students about the whole software engineering process. An inverted classroom can be a solution to give the educational environment that mixes the use of technology with hands-on educational activities. Traditional instructor-led lessons are replaced by VOD using the time outside of the classroom. Lecture time was devoted to active learning activities that can be done such as design studio and game storming. For case study inverted classroom concept was applied to introductory software engineering course, and measured by controlled experiments. The experimental group was found to be effective in two aspects. Fast feedback through well made design heuristics of learning teamwork and good influence on the overall schedule for the project was.

Applying Inverted Classroom to Software Engineering Education

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Applying Inverted Classroom to Software Engineering Education