Evaluating the flipped classroom approach in engineering education: Students’ attitudes, engagement and performance in an undergraduate sustainability course
Paper i proceeding, 2017

This paper describes the implementation and evaluation of the flipped classroom approach in a sustainability course for undergraduate engineering students. Using a mixed methods approach, the evaluation focused on student engagement, performance as well as students’ attitudes and beliefs about the flipped classroom. A novel aspect of this work compared to previous studies on the flipped classroom is the tracking of student attitudes and engagement during the course. The results indicate that while student attitudes grew more neutral during the middle of the course, student engagement as well as performance on the final written exam increased significantly compared to previous years. Pedagogical implications for instructors wanting to implement the flipped classroom approach are briefly discussed.

Attitudes

Engagement

Performance

Flipped Classroom

Författare

Erik Sterner

Chalmers, Energi och miljö, Fysisk resursteori

Oskar Hagvall Svensson

Chalmers, Teknikens ekonomi och organisation, Entrepreneurship and Strategy

Sofia Toivonen

Chalmers, Matematiska vetenskaper

Göteborgs universitet

Jim Bill

Chalmers, Tillämpad informationsteknologi, Avdelningen för ingenjörsutbildningsvetenskap (EER)

Tom Adawi

Chalmers, Tillämpad informationsteknologi, Avdelningen för ingenjörsutbildningsvetenskap (EER)

45th Annual Conference of the European Society for Engineering Education, SEFI 2017; Angra do Heroismo, Terceira Island, Azores; Portugal; 18 September 2017 through 21 September 2017

911-918

Ämneskategorier

Utbildningsvetenskap

Drivkrafter

Hållbar utveckling

Lärande och undervisning

Pedagogiskt arbete

ISBN

978-989988757-2

Mer information

Skapat

2017-11-17