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
Anja Pfennig
HTW
Berlin, University of Applied Sciences Berlin, Wilhelminenhofstraße 75A, 12459
Berlin, Germany.
