Is it worthwhile to flip? Reflecting on flipped teaching in chemical engineering
Abstract
The flipped classroom approach has been successfully implemented in a wide
range of study fields. The use of the flipped classroom as part of a blended
learning strategy in chemical engineering, however, is not a well-researched
topic within the South African context. The question that now arises is: is it
worthwhile for students and lecturers to spend so much time and effort on this
approach in engineering education? This study aims to motivate the
appropriateness of flipping the classroom in engineering education. For a
group of third-year biotechnology students contact time was reduced and
traditional lectures were replaced with audio PowerPoint slideshows, online
tests and tutorials. The learning experience of these students was
investigated by means of a survey, which showed that they experienced the
flipped teaching approach positively and it did not impact negatively on overall
student performance compared to other years. Changing to a flipped
classroom enabled engineering students to work independently with audiovisual
support material, reduced formal contact time and increased students'
active involvement in class
URI
http://hdl.handle.net/10394/23020http://journals.co.za/content/journal/10520/EJC-6cefdd5fe
http://hdl.handle.net/10520/EJC-6cefdd5fe
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- Faculty of Engineering [1123]
- Faculty of Health Sciences [2386]