Sammendrag
Flipped classroom is a blended learning approach that is increasingly gaining popularity in university education in the recent years. This presentation discusses the use of the flipped classroom approach in the context of a graduate course in petroleum engineering by means of the analytical lenses that refer to four sources (Springfield, 2017): (1) students’ eyes, (2) colleagues’ perceptions, (3) own experience (in this case of the course responsible), and (4) the literature of flipped classroom. Regarding (1), a survey was implemented asking students about: the effectiveness of the flipped classroom, the appropriateness of the learning methods and the learning activities, and their perceived effort. Regarding (2), it involved: feedback from lesson observation by three university educators, the views of the teaching assistant and the views of the professor that was responsible for the course before introducing the flipped classroom to it.
The results of the student survey indicate mixed signals, since less than half of the class think that the flipped classroom is generally more effective than the traditional model, whereas about 70% think that problem solving in class helps them better understand the theory and around 80% think the applied learning methods and activities helped achieving the learning outcomes of the course.
The feedback from the observation resulted in action that was taken on behalf of the course responsible to encourage students to ask questions and get engaged in group work. The interview with the teacher assistant revealed (among others) instructional techniques to activate the students and encourage between them communication of ideas. Finally, the views of the previous course responsible gave some insight as to why flipped classroom would be an appropriate approach for this particular course.
The presentation will conclude with respect to all four analytical lenses of Springfield (2017) mentioned above.
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