Details
| Originalsprache | Englisch |
|---|---|
| Seiten (von - bis) | 522-537 |
| Seitenumfang | 16 |
| Fachzeitschrift | European Journal of Engineering Education |
| Jahrgang | 43 |
| Ausgabenummer | 4 |
| Frühes Online-Datum | 9 März 2017 |
| Publikationsstatus | Veröffentlicht - 4 Juli 2018 |
Abstract
The concept of formative assessment is considered by many to play an important role in enhancing teaching in higher engineering education. In this paper, the concept of the flipped classroom as part of a blended learning curriculum is highlighted as an ideal medium through which formative assessment practices arise. Whilst the advantages of greater interaction between students and lecturers in classes are numerous, there are often clear disadvantages associated with the independent home-study component that complements timetabled sessions in a flipped classroom setting, specifically, the popular method of replacing traditional classroom teaching with video lectures. This leads to a clear lack of assurances that the cited benefits of a flipped classroom approach are echoed in the home-study arena. Over the past three years, the authors have sought to address identified deficiencies in this area of blended learning through the development of database-driven e-learning software with the capability of introducing formative assessment practices to independent home-study. This paper maps out aspects of two specific evolving practices at separate institutions, from which guiding principles of incorporating formative assessment aspects into e-learning software are identified and highlighted in the context of independent home-study as part of a flipped classroom approach.
ASJC Scopus Sachgebiete
- Sozialwissenschaften (insg.)
- Ausbildung bzw. Denomination
- Ingenieurwesen (insg.)
- Allgemeiner Maschinenbau
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in: European Journal of Engineering Education, Jahrgang 43, Nr. 4, 04.07.2018, S. 522-537.
Publikation: Beitrag in Fachzeitschrift › Artikel › Forschung › Peer-Review
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TY - JOUR
T1 - Utilising database-driven interactive software to enhance independent home-study in a flipped classroom setting
T2 - going beyond visualising engineering concepts to ensuring formative assessment
AU - Comerford, Liam
AU - Mannis, Adam
AU - DeAngelis, Marco
AU - Kougioumtzoglou, Ioannis A.
AU - Beer, Michael
N1 - Publisher Copyright: © 2017 SEFI. Copyright: Copyright 2018 Elsevier B.V., All rights reserved.
PY - 2018/7/4
Y1 - 2018/7/4
N2 - The concept of formative assessment is considered by many to play an important role in enhancing teaching in higher engineering education. In this paper, the concept of the flipped classroom as part of a blended learning curriculum is highlighted as an ideal medium through which formative assessment practices arise. Whilst the advantages of greater interaction between students and lecturers in classes are numerous, there are often clear disadvantages associated with the independent home-study component that complements timetabled sessions in a flipped classroom setting, specifically, the popular method of replacing traditional classroom teaching with video lectures. This leads to a clear lack of assurances that the cited benefits of a flipped classroom approach are echoed in the home-study arena. Over the past three years, the authors have sought to address identified deficiencies in this area of blended learning through the development of database-driven e-learning software with the capability of introducing formative assessment practices to independent home-study. This paper maps out aspects of two specific evolving practices at separate institutions, from which guiding principles of incorporating formative assessment aspects into e-learning software are identified and highlighted in the context of independent home-study as part of a flipped classroom approach.
AB - The concept of formative assessment is considered by many to play an important role in enhancing teaching in higher engineering education. In this paper, the concept of the flipped classroom as part of a blended learning curriculum is highlighted as an ideal medium through which formative assessment practices arise. Whilst the advantages of greater interaction between students and lecturers in classes are numerous, there are often clear disadvantages associated with the independent home-study component that complements timetabled sessions in a flipped classroom setting, specifically, the popular method of replacing traditional classroom teaching with video lectures. This leads to a clear lack of assurances that the cited benefits of a flipped classroom approach are echoed in the home-study arena. Over the past three years, the authors have sought to address identified deficiencies in this area of blended learning through the development of database-driven e-learning software with the capability of introducing formative assessment practices to independent home-study. This paper maps out aspects of two specific evolving practices at separate institutions, from which guiding principles of incorporating formative assessment aspects into e-learning software are identified and highlighted in the context of independent home-study as part of a flipped classroom approach.
KW - e-learning
KW - Flipped classroom
KW - formative assessment
KW - independent study
KW - interactive video lectures
KW - learner engagement
KW - student feedback
UR - http://www.scopus.com/inward/record.url?scp=85014757882&partnerID=8YFLogxK
U2 - 10.1080/03043797.2017.1293617
DO - 10.1080/03043797.2017.1293617
M3 - Article
AN - SCOPUS:85014757882
VL - 43
SP - 522
EP - 537
JO - European Journal of Engineering Education
JF - European Journal of Engineering Education
SN - 0304-3797
IS - 4
ER -