Design and implementation of a flipped classroom learning environment in the biomedical engineering context

Area of Science:

• Biomedical Engineering Education
• Educational Technology
• Data Analysis Pedagogy

Background:

• Traditional engineering courses often struggle to balance theoretical depth with practical application.
• Integrating technology in higher education requires innovative pedagogical approaches.
• Biomedical engineering curricula necessitate strong data analysis skills.

Purpose of the Study:

• To design and implement a technology-enhanced learning environment for an undergraduate biomedical engineering data analysis course.
• To investigate the impact of pre-class video lectures on student engagement and learning.
• To assess the effectiveness of online self-assessments and reward systems in promoting pre-class preparation.

Main Methods:

• Flipped classroom model utilizing pre-recorded video lectures for theory.
• In-class sessions focused on real-world biomedical engineering case studies.
• Computer lab tutorials for hands-on data analysis practice.
• Implementation of online self-assessments and a reward system to encourage pre-class viewing.
• Learning analytics to track student engagement with video lectures.
• Student surveys and final examination analysis to assess learning efficacy.

Main Results:

• An average of 57.9% of students watched the recommended pre-class video lectures.
• Student surveys indicated a positive reception of the learning environment.
• Preliminary analysis of final examination results suggests a potential positive impact of video lectures on learning outcomes, though confounding factors require cautious interpretation.

Conclusions:

• The implemented technology-enhanced learning environment was well-received by students.
• The use of pre-recorded video lectures, coupled with in-class application and tutorials, shows promise for improving learning in biomedical engineering data analysis.
• Further research is needed to definitively quantify the impact of these pedagogical strategies, accounting for potential confounding variables.