Design and Preliminary Data from a Partially Flipped Classroom (PFC) Study in a Geotechnical Engineering Course
2019 ASEE Annual Conference & Exposition Proceedings
The pace and delivery style of a traditional engineering lecture makes it difficult for students to stay engaged, motivated, and achieve higher levels of learning in the classroom. Even with an excellent instructor, many students have a hard time managing their time in the classroom and are forced to use a 'write down now, learn later' strategy. Flipped classrooms have gained traction in recent years because this instructional method enables the student to begin the learning process outside of
... process outside of class at their own pace (still under the guidance of the instructor), digest the material prior to class, and subsequently, use the in-class time to participate in active learning strategies that increase engagement between faculty and students, and enhance comprehension of the material. This study pilots a Partially Flipped Classroom (PFC) instructional model in a required geotechnical civil engineering course at UNC Charlotte to formally assess student engagement, perceptions, learning, and gains. This study will investigate whether a PFC model enables students to reach higher-order cognitive skills in accordance with Bloom's Taxonomy. This paper is a work in progress but it presents the extensive research design, summarizes the preliminary student data from this study, and compares the data acquired from the control and treatment groups for the first two content modules (Test 1 and Test 2 data). Extensive qualitative and quantitative data were collected, and the preliminary results are promising. There appears to be a trend of improved overall student performance on quiz and test questions in some areas of the course and there are indications that this instructional model impacts the student's ability to reach higher order cognitive skills in accordance with Blooms Taxonomy. Qualitative feedback collected during focus group interviews clearly align with the objectives of this study, and the treatment group participants have expressed value in the additional time created from the PFC instructional model. Students describe the flipped classroom model as a more relaxed and effective learning environment. The formative feedback regarding the technology and use of time in the flipped classroom collected during this study has been invaluable to the continuous improvement process of this instructional model during the semester.