Experiences with flipped learning in a postgraduate subject in civil engineering
- Publication Type:
- Conference Proceeding
- Citation:
- 44th Annual Conference of the European Society for Engineering Education - Engineering Education on Top of the World: Industry-University Cooperation, SEFI 2016, 2016
- Issue Date:
- 2016-01-01
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| Filename | Description | Size | |||
|---|---|---|---|---|---|
| GARDNER-Experiences with flipped learning in a postgraduate subject in civil engineering-50_a.pdf | Published version | 776.82 kB |
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© 2016, European Society for Engineering Education (SEFI). All rights reserved. The redesign of the postgraduate subject Concrete Technology and Practice changed all aspects associated with the subject delivery as well as the skills required of both students and the instructor. Students could see the benefits to their learning from participating in a flipped learning environment. Students made strong assertions about feedback in both the focus group and student feedback survey questions and comments. Student comments included that feedback in this subject comes from "everywhere", i.e., from the online quizzes, from peers and from the instructor, before the class, during the class and after assessment submission. Comments from the questionnaire and the focus group reinforced the learning benefits of the individual work followed by collaborative activities. However, the subject instructor needed the time to make these changes and to reflect on and learn from each session as well as the overall experience.
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