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>>FACULTY OF TECHNOLOGY AND BUILT ENVIRONMENT
Teaching Engineering Management in a Flipped Classroom
>>FACULTY OF TECHNOLOGY AND BUILT ENVIRONMENT
FLIPPED VS TRADITIONAL
© Unitec New Zealand
2
LecturesGain Knowledge
Exercises Understand and
Apply Knowledge
QuizzesReview Knowledge
ScreencastsGain Knowledge
Exercises Understand and
Apply Knowledge
QuizzesReview Knowledge
CLASS TIME
TRADITIONAL APPROACH
FLIPPED LEARNINGA.k.a. Blended, Hybrid
Reverse
>>FACULTY OF TECHNOLOGY AND BUILT ENVIRONMENT
COURSE STRUCTURE
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3
Online Quizzes
Screencasts Readings
CLASS
HOME
Mini- lectures Snap quizzes
Problem SolvingQuestions
Real world processes
Review documentation
Assignments
>>FACULTY OF TECHNOLOGY AND BUILT ENVIRONMENT
RESEARCH WORK
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4
How useful is the Flipped Learning Approach in
achieving better outcomes in a typical
Civil Engineering Technician Management Course?
PerformanceResponse
Student Questionnaire Exam and Test Results
>>FACULTY OF TECHNOLOGY AND BUILT ENVIRONMENT
QUESTIONNAIRE
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5
Anonymous
Questions• 6 Demographic• 6 Closed - views on flipped learning• 4 Open – views and comments
Students• 32 out of 54• Less younger (17 to 20) students than normal• 29 males 3 females• 15 Native English speakers, 17 ESL
>>FACULTY OF TECHNOLOGY AND BUILT ENVIRONMENT
0 5 10 15 20 25
Number (/31)
UNDERSTANDING
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6
Same
Traditional
Flipped
Did students consider they had a better understanding of the course content?
>>FACULTY OF TECHNOLOGY AND BUILT ENVIRONMENT
INTEREST
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7
Less
Same
More
0 2 4 6 8 10 12 14 16 18
Number (/31)
Did students consider that flipped learning made the course more interesting?
>>FACULTY OF TECHNOLOGY AND BUILT ENVIRONMENT
0 5 10 15 20 25
Number (/28)
CONFIDENCE
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8
Less
More
Did students feel more confident about passing the course because the class used flipped learning?
>>FACULTY OF TECHNOLOGY AND BUILT ENVIRONMENT
0 5 10 15 20 25
Number (/25)
CONTINUATION
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9
Yes
No
Should Unitec deliver more classes using the flipped learning approach?
>>FACULTY OF TECHNOLOGY AND BUILT ENVIRONMENT
EXAM RESULTS
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10
BET 2013 BET 2012 BET 20110
102030405060708090
100
Cohort
Ex
am
Ma
rk (
%)
>>FACULTY OF TECHNOLOGY AND BUILT ENVIRONMENT
BET 2013 BET 2012 BET 20110
102030405060708090
100
Cohort
Fina
l Mar
k (%
)FINAL RESULTS
© Unitec New Zealand
11
>>FACULTY OF TECHNOLOGY AND BUILT ENVIRONMENT
...being forced to learn/study at a dictated pace...
STUDENT COMMENTS
© Unitec New Zealand
What did you like about the Flipped Learning Approach?
What did you not like about the Flipped Learning Approach?
...forced me to keep up..
...easier to understand...
...could do work in your own time...
...slidecasts became tedious..
...so stressed.. because there was a quiz every second day..
...quizzes were good to test how much I’ve actually learnt..
...some times too much information...
>>FACULTY OF TECHNOLOGY AND BUILT ENVIRONMENT
STUDENT SUGGESTIONS
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• “More quizzes and answers”
• “Make it clear what answers you are looking for.”
• “Have a conference at the pub every second Wednesday”
• “Slidecasts need to be no longer than 7 minutes”
• “Put more details in slidecasts”
• More interesting way for slidecasts to be presented.”
• “Adding Industry Lecturers and some Industry Visits”
>>FACULTY OF TECHNOLOGY AND BUILT ENVIRONMENT
ISSUES
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• Preparation Time
• Classrooms
• Computer availability
• Students attitudes
• Syllabus
• Language competancy
>>FACULTY OF TECHNOLOGY AND BUILT ENVIRONMENT
ISSUES
© Unitec New Zealand
0 1 2 3 4 5 60
102030405060708090
100
Snap Quizzes attended (No.)
Exam
Mar
k (%
)
ESL Students
>>FACULTY OF TECHNOLOGY AND BUILT ENVIRONMENT
WHAT WORKED?
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• Quizzes• Student progress• Student confidence• Motivation
• Slidecasts• More engaging• Flexibility
• Some Class Activities• Engaged students• Learnt real world skills• Understood industry practices
>>FACULTY OF TECHNOLOGY AND BUILT ENVIRONMENT
WHAT NEEDS IMPROVING?
© Unitec New Zealand
• Slidecasts – shorter, more interesting
• Readings – use to provide detailed information
• Online quizzes - application focused
• Snap Quizzes – tie into class sessions
• Class sessions – improve activities, more practical activities
• Test and exams – clearer communication
