Flipping a PhD course using movies from a MOOC
Paper in proceedings, 2015

In this article, we present the results from an attempt to utilize parts of a MOOC in a PhD course employing a Flipped Classroom approach to teaching and learning. Based on the student feedback and teacher experiences, we examine, how students perceived the combination of videos from a MOOC and active learning activities in the classroom. We discuss advantages and disadvantages that we observed with using videos that we have not recorded ourselves and assess which type of active learning was perceived as most useful by our students. The results show that the waste majority of students experienced the videos and learning activities as very useful for their learning. The group discussions in the practice sessions were most appreciated. The MOOC videos enabled students to engage with the video content at their own pace, even though they were partly perceived as to broad and unspecific. In sum, teachers and students experienced the course as highly rewarding, but also time consuming.

active learning

collaborative problem solving

video lectures

peer instruction

flipped classroom teaching

MOOC

Author

Lennart Svensson

Chalmers, Signals and Systems

Lars Hammarstrand

Chalmers, Signals and Systems

Christian Stöhr

Chalmers, Applied Information Technology (Chalmers), Engineering Education Research - EER (Chalmers)

Proceedings från 5:e Utvecklingskonferensen för Sveriges ingenjörsutbildningar, Uppsala, November 18-19, 2015

Vol. 5 168-171

Subject Categories

Educational Sciences

Learning and teaching

Pedagogical work

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2/2/2018 1