Student perceptions of flipping a mechanical engineering design course

• Autores: Jacqulyn Baughman, Lesya Hassall, Xiaowei Xu
• Localización: The International journal of engineering education, ISSN-e 0949-149X, Vol. 33, no. 5, 2017, págs. 1575-1585
• Idioma: inglés
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• Resumen

  • A multi-section mechanical engineering sophomore design course was flipped to engage future engineers in interactiveonline learning modules and pre-assessments prior to hands-on collaborative lab sessions. A mixed methods approach wasused to achieve our objectives to capture and understand student experiences with course online and in-lab components,and their impact on student self-reported comfort with flipped delivery. Responses from 158 students to a course exitsurvey demonstrated high comfort with the flipped delivery paired with positive online and in-lab experiences. Thestrongest positive predictors of comfort determined by factor analysis and block-wise regression were self-reportedinvestment in learning as part of student self-regulation, and the effectiveness of course online learning modules. Thestrongest predictor of discontent with flipped delivery was associated with unanswered questions upon completion ofonline learning modules. Qualitative analysis of student responses to three open-needed responses supplementedquantitative results to demonstrate that although student own estimation of sufficient self-regulation for succeeding inthe flipped classroom was very high, their self-regulatory behavior was complex, developing and not as efficient as readilypresented in their responses to the Likert scale questions. Findings are discussed in connection with the flipped design/development, and implications and recommendations for engineering education.