Active learning through flipped classroom in mechanical engineering: improving students' perception of learning and...

Area of Science:

• Engineering Education
• Pedagogy
• Active Learning

Background:

• Traditional large lecture courses face challenges in higher education.
• The flipped classroom model was implemented in mechanical engineering to address these challenges.
• Active learning's pedagogical benefits were analyzed through the lens of self-determination theory.

Purpose of the Study:

• Investigate mechanical engineering undergraduate students' performance in a flipped classroom.
• Evaluate the effectiveness of the flipped classroom by comparing academic achievements with traditional lectures.
• Explore students' in-depth learning experiences and perceptions of the flipped classroom.

Main Methods:

• Comparative analysis of student academic achievements (flipped vs. traditional).
• Qualitative analysis of open-ended student surveys to explore learning experiences.
• Application of self-determination theory to assess pedagogical benefits.

Main Results:

• Students in the flipped classroom demonstrated superior academic performance.
• Students favored the flipped classroom model, perceiving it as useful and helpful for course preparation.
• Qualitative data indicated that students valued the pre-week online lectures for course readiness.

Conclusions:

• The flipped classroom model can foster an autonomy-supportive learning environment.
• Implementing the flipped classroom offers beneficial learning experiences for engineering students.
• This study provides insights into the advantages and future implementation of flipped classrooms in mechanical engineering.