Delivering manufacturing technology and workshop appreciation to engineering undergraduates using the flipped classroom approach

Research output: Contribution to journalArticle

2 Citations (Scopus)

Abstract

Delivery of manufacturing technology and practical workshop-based work, on undergraduate engineering courses that engage the learners, is challenging. The paper presents an experimental method of workshop delivery using the flipped learning approach, a pedagogical model in which the typical lecture and homework elements of a course are reversed. Video lectures are viewed by students prior to class. In-class time can be devoted to exercises, projects, or discussions as in this case. Learners were asked to observe three audiovisual clips in preparation for class. The objective was to determine whether the flipped classroom approach can enhance the learning experience, through better engagement with the students, compared to conventional classroom-based learning. The level of student participation and level of success have been established by means of feedback questionnaires from more than 100 participants and peer observation. The results are encouraging and demonstrate that this approach is favoured by the students.

LanguageEnglish
Pages113-132
Number of pages20
JournalInternational Journal of Mechanical Engineering Education
Volume44
Issue number2
Early online date16 Mar 2016
DOIs
Publication statusPublished - 1 Apr 2016

Fingerprint

manufacturing technology
Students
engineering
classroom
student
learning
homework
video
Feedback
participation
questionnaire
experience

Cite this

@article{e1a53c5233cc447897d3e66f1fb1aeb9,
title = "Delivering manufacturing technology and workshop appreciation to engineering undergraduates using the flipped classroom approach",
abstract = "Delivery of manufacturing technology and practical workshop-based work, on undergraduate engineering courses that engage the learners, is challenging. The paper presents an experimental method of workshop delivery using the flipped learning approach, a pedagogical model in which the typical lecture and homework elements of a course are reversed. Video lectures are viewed by students prior to class. In-class time can be devoted to exercises, projects, or discussions as in this case. Learners were asked to observe three audiovisual clips in preparation for class. The objective was to determine whether the flipped classroom approach can enhance the learning experience, through better engagement with the students, compared to conventional classroom-based learning. The level of student participation and level of success have been established by means of feedback questionnaires from more than 100 participants and peer observation. The results are encouraging and demonstrate that this approach is favoured by the students.",
keywords = "engineering curriculum design, Engineering education, flipped classroom, teaching and learning strategy, undergraduate engineering courses",
author = "Mike Mavromihales and Violeta Holmes",
year = "2016",
month = "4",
day = "1",
doi = "10.1177/0306419016637487",
language = "English",
volume = "44",
pages = "113--132",
journal = "International Journal of Mechanical Engineering Education",
issn = "0306-4190",
publisher = "Manchester University Press",
number = "2",

}

TY - JOUR

T1 - Delivering manufacturing technology and workshop appreciation to engineering undergraduates using the flipped classroom approach

AU - Mavromihales, Mike

AU - Holmes, Violeta

PY - 2016/4/1

Y1 - 2016/4/1

N2 - Delivery of manufacturing technology and practical workshop-based work, on undergraduate engineering courses that engage the learners, is challenging. The paper presents an experimental method of workshop delivery using the flipped learning approach, a pedagogical model in which the typical lecture and homework elements of a course are reversed. Video lectures are viewed by students prior to class. In-class time can be devoted to exercises, projects, or discussions as in this case. Learners were asked to observe three audiovisual clips in preparation for class. The objective was to determine whether the flipped classroom approach can enhance the learning experience, through better engagement with the students, compared to conventional classroom-based learning. The level of student participation and level of success have been established by means of feedback questionnaires from more than 100 participants and peer observation. The results are encouraging and demonstrate that this approach is favoured by the students.

AB - Delivery of manufacturing technology and practical workshop-based work, on undergraduate engineering courses that engage the learners, is challenging. The paper presents an experimental method of workshop delivery using the flipped learning approach, a pedagogical model in which the typical lecture and homework elements of a course are reversed. Video lectures are viewed by students prior to class. In-class time can be devoted to exercises, projects, or discussions as in this case. Learners were asked to observe three audiovisual clips in preparation for class. The objective was to determine whether the flipped classroom approach can enhance the learning experience, through better engagement with the students, compared to conventional classroom-based learning. The level of student participation and level of success have been established by means of feedback questionnaires from more than 100 participants and peer observation. The results are encouraging and demonstrate that this approach is favoured by the students.

KW - engineering curriculum design

KW - Engineering education

KW - flipped classroom

KW - teaching and learning strategy

KW - undergraduate engineering courses

UR - http://www.scopus.com/inward/record.url?scp=84970990744&partnerID=8YFLogxK

U2 - 10.1177/0306419016637487

DO - 10.1177/0306419016637487

M3 - Article

VL - 44

SP - 113

EP - 132

JO - International Journal of Mechanical Engineering Education

T2 - International Journal of Mechanical Engineering Education

JF - International Journal of Mechanical Engineering Education

SN - 0306-4190

IS - 2

ER -