Study on the Catching Students in an Inverted Classroom Environment
In an introductory material science course, flipping or inverting the classroom requires students to research the science of engineering materials on their own. We spend time in class discussing questions and solving problems, as well as working on hands-on lectures and exercises. In a blended-learning situation, students study and grasp the science in theory using various materials, and then use classroom lectures to appreciate the principles of various elements of material science and apply their knowledge. The diversity of a first-year class is met by a large number and range of instructional resources aimed at different learning skills of the students. As a result, a Moodle-based course provides instructional resources and micro-module lectures for students to choose, combine, and study at a distance. Prior to each lesson, a peer response is used to assess learning progress. Students can control their learning progress by taking evening tests following each inverted classroom session, as well as self-testing, exercises, and written solutions. The goal of this study is to introduce the inverted classroom approach to colleagues in higher education because teaching scenarios can be applied to a variety of themes taught in the first semester, and students’ success as well as their enjoyment of learning and teaching increases throughout the first year.
Author (S) Details
HTW Berlin, University of Applied Sciences Berlin, Wilhelminenhofstraße 75A, 12459 Berlin, Germany.
View Book :- https://stm.bookpi.org/MPLLE-V8/article/view/3188